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5AN  FRANCISCO  5TATE  NORMAL  SCHOOL  . 

BULLETIN  No.  6  (New  Series) 


A  COUR5L  OF  5TUDY  IN 
GRAMMAR  AND  HANDBOOK 
TO  ACCOMPANY  THE  CALI- 
FORNIA 5TATL  5LRIL5  TLXT 


By  FREDERIC  BURK 

AND 

EFFIE  B.  McFADDEN 

Supervisor  of  the  Teaching  of  Grammar  and  Language, 
5an  Francisco  State  Normal  School 


SACRAMLNTO 
W.  W.  SHANNON Superintendent  of   State  Printing 

1908 


Copyright,    1908,    by    Fbedeeic    Bubk. 
Copyright,  1908,  by  Effie  B,  McFadden. 


THE  BANKRUPTCY   OF    GRAMMAR 
INSTRUCTION. 

The  writers  of  this  Bulletin  belong  to  the  class  who  are  convinced  that 
grammar  should  be  entirely  removed  from  the  course  of  study  of  the 
elementary  schools.  The  current  reason  which  has  been  offered  for  the 
teaching  of  English  grammar  is  that  it  teaches  the  pupils  ''to  speak  and 
write  the  English  language  correctly."  A  century's  experience  of  grammar 
teaching  has  proved  conclusively  to  those  who  take  the  trouble  to  read  the 
results  of  this  experience  that  the  promise  has  never  been  realized  in  any 
practicable  degree.  Experience  for  a  number  of  years  with  high  school 
graduates,  who  have  not  only  passed  through  the  grammar  study  of  the 
elementary  schools,  but  also  have  had  courses  in  the  grammar  of  some  dead 
or  foreign  language  in  the  high  school,  shows  that  less  than  ten  per  cent 
have  anything  whatever  to  show  for  their  grammar  study  except  the  decayed 
remains  of  a  few  definitions,  usually  quite  meaningless  to  them,  and  never 
usable  in  the  correction  of  errors  in  writing  or  speech.  Not  one  in  twenty 
could  offer  intelligent  grammatical  reasons  why  the  following  current  forms 
of  speech  are  incorrect :  It  don 't  matter.  Let  the  affair  rest  between  you 
and  I.  He  done  right.  The  rose  smells  sweet.  Every  one  should  hang  up 
their  hats.  Whom  did  you  say  called?  If  I  was  you  I  would  not  do  it. 
Neither  of  them  answer.  Each  of  the  many  officers  in  the  various  political 
clubs  who  have  votes  to  cast  are  directed  to  report  to  this  office  to  take  up 
their  duties. 

If  any  one  doubts  this  statement,  the  truth  or  falsity  can  be  proved  to 
ample  satisfaction  by  testing  a  few  high  school  classes.  The  fact  of  the 
matter  is  that  our  grammar  teaching  is  a  hopeless  bankrupt,  and  is,  there- 
fore, a  positive  waste  of  time.  Moreover,  as  taught,  it  is  one  of  the  studies 
that  deaden  school  life  and  tend  to  increase  the  number  of  pupils  who  leave 
school  because  neither  they  nor  their  intelligent  parents  can  find  the  use 
of  it.  To  that  fretful  argument  which  is  always  offered  when  this  bank- 
ruptcy is  proved  to  one  of  its  supporters,  that  the  results  would  not  be  what 
they  are  if  we  used  proper  methods  of  teaching, — it  is  useless  to  reply. 
It  is  to  be  doubted  that  there  are  any  successful  methods,  and  if  there  are, 
they  are  certainly  impracticable,  for  otherwise,  we  would  have  found  them 
after  a  century's  failure.    Let  us  give  it  up. 

There  is  really  no  necessity  for  teaching  grammar.  A  large  percentage 
of  people  already  write  and  speak  with  current  accuracy.  The  charge 
against  the  school  graduate  at  present  is  not  so  much  that  he  uses  faulty 
English,   but   that   he   does   not   know  the   grammatical   reasons    for   the 

(3) 

174437 


corrections.  His  ear  tells  him,  as  a  rule,  that  certain  constructions  are 
faulty.  In  the  direction  of  ear  training  to  note  language  errors,  is,  there- 
fore, the  most  promising  field  for  school  effort  to  correct  the  current  errors. 
Language  drills,  not  word  knowledge  of  abstract  causes,  is  the  point  of 
least  resistance.  Let  us  improve  our  language  drills  and  abandon  the 
grammatical  study. 

It  may,  therefore,  seem  singular  that  the  writers  holding  such  views 
should  issue  a  Bulletin  on  Methodology  in  grammar  teaching.  We  do  not 
offer  this  Bulletin  as  a  cure  for  the  failure  of  grammar  teaching  to  reach  its 
impossible  goals,  but  as  a  palliative  in  method.  Whatever  may  be  demon- 
strated regarding  the  bankruptcy  of  grammar  teaching,  we  may  nevertheless 
be  sure  that  the  sodden  force  of  pedantic  tradition  is  strong  enough  to  hold 
it  in  the  curriculum  for  some  school  generations.  The  present  problem, 
whatever  the  ultimate  solution,  is  to  simplify  the  grammar  course  as  much 
as  possible,  to  get  it  out  of  the  wretched  rut  of  memorizing  definitions,  to 
provide  a  system  of  reviews  which  shall  enable  the  pupil  to  remember  the 
constructions  he  has  once  learned,  and  finally,  as  far  as  possible,  to  provide 
a  series  of  application  drills  which  shall  make  usable  the  few  principles  he 
may  have  learned. 

These  are  the  moderate  goals  of  this  Bulletin  as  it  has  been  worked  out  in 
practice  during  the  past  five  years  in  our  Elementary  School. 

In  revising  the  sentences  and  preparing  the  manuscript  Miss  Nettie  B. 
Duncan,  assistant  supervisor  in  the  teaching  of  Grammar  and  Language, 
has  rendered  invaluable  assistance. 


The  Substitution  of  Drill  Sentences  for  those  of  the  Text. 

The  drill  sentences  of  our  text  completely  violate  the  fundamental  and 
vital  canons  of  any  successful  grammar  teaching,  and  for  these  reasons  this 
Course  of  Study  supplies  an  entirely  new  set  of  sentences  for  analytical 
drill.    The  canons  violated  are  as  follows : 

I.  The  only  sentences  which  can  'be  successfully  used  for  grammatical 
analysis  are  those  the  meaning  of  which  is  perfectly  understood  hy  pupils. 

Grammatical  understanding  depends  primarily  upon  the  understanding 
of  the  meaning  of  the  sentence.  If  this  sentence  meaning  is  at  all  obscure 
or  foggy  to  the  pupils  it  is  manifestly  useless  to  attempt  to  use  such  a 
platform  to  reach  the  still  more  abstract  grammatical  relationship.  It  has 
been  the  unfortunate  custom  of  makers  of  grammar  texts  to  use  as  their 
sentence  material,  lines  from  literature,  upon  the  theory  that  they  can 
teach  literature  while  they  are  teaching  grammar.  Grammar  is  difficult 
enough  without  any  such  added  burden,  and  lines  from  literature,  strained 
through  a  grammar  recitation,  can  never  again  be  literature.  This  Course 
of  Study  constructs,  as  drill  material,  sentences  the  meaning  of  which  is 
perfectly  clear,  and  leaves  the  full  energy  of  the  child  free  to  be  centered 
upon  the  grammatical  relationships  to  be  introduced. 

(4) 


II.  Only  one  new  construction  should  he  presented  in  a  given  exercise 
and  at  no  place  in  the  hook  should  a  sentence  contain  any  construction  which 
had  not  heen  previously  learned,  except  the  new  one  heing  studied. 

This  canon  requires  that  the  sentences  shall  be  very  carefully  graded, 
beginning  with  a  single  construction  and  proceeding  exercise  by  exercise 
to  introduce  new  types  systematically,  so  that  there  shall  never  be  in  a 
sentence,  constructions  with  which  the  pupil  is  not  familiar.  It  is  the  fault 
of  our  State  text,  as  with  all  others  within  the  writers'  knowledge,  to  offer 
sentences,  even  in  the  beginning,  containing  any  and  all  constructions, 
under  the  theory  that  the  pupil  can  select  from  the  confusion  just  the 
construction  he  is  studying  and  can  put  the  others  upon  the  shelf  until  he 
comes  to  them.  This  is  impossible,  and  the  whole  matter  becomes  a  buzzing 
mystery.  The  Course  of  Study  offers  a  perfectly  graded  series  of  exercises 
so  constructed  that  in  each  new  exercise  all  the  constructions  are  reviewed 
except  the  one  new  type  which  is  the  object  of  study.  The  first  introduced, 
for  the  purpose  of  studying  the  subject  and  predicate,  are  sentences  which 
contain  only  subject  and  predicate,  without  any  complements  or  modifiers 
in  the  form  of  words  or  phrases.  Next  are  introduced  sentences  with 
subjects,  predicates,  and  complements.  Then  follow  sentences  introducing 
adjectives  without  any  adverbs  or  other  constructions.  In  this  way  the 
exercises  are  systematically  built  up.  The  forms  of  the  verb  he  are  not 
introduced  until  late;  phrases  do  not  appear  until  prepositions  are  studied; 
conjunctions  are  kept  back  until  simple  sentences  are  completed.  In  this 
manner,  provided  the  reviews  are  maintained,  there  is  no  reason  that 
grammar  at  any  point  should  be  difficult. 

III.  A  system  of  cumulative  reviews  should  recur  systematically,  in 
order  to  spike  what  has  once  heen  learned. 

It  is  a  principle  which  we  teachers  are  rather  slow  in  learning  that  in  all 
memory  drills,  such  as  arithmetic  combinations,  spelling,  language,  and 
grammar  require,  it  is  not  sufficient  to  learn  a  thing  well  once,  but  the 
drills  must  recur  at  intervals  covering  a  long  period  of  time.  The  sentences 
of  the  Course  of  Study  contain  a  third  principle  of  special  construction — 
that  of  reviewing  at  intervals  past  constructions.  Thus,  for  example,  after 
certain  pronouns  are  learned,  studied  in  Exercise  9,  certain  recurrent  later 
exercises  in  adjectives,  adverbs,  etc.,  will  contain  sentences  which  incorpo- 
rate all  of  these  pronouns.  So,  also,  the  types  of  adjectives  will  be  found 
regularly  to  recur  in  the  later  exercises  in  a  way  that  they  may  be  system- 
atically reviewed.  Thus  each  new  construction  is  introduced  in  a  separate 
order  and  the  subsequent  exercises  as  systematically  require  reviews  of 
every  construction  once  introduced  at  intervals.  We  term  this  a  "cumula- 
tive" review  system,  and  it  is  employed  in  all  the  Courses  of  Study  issued 
by  the  Normal  School. 

CUMULATIVE    REVIEW. 

At  the  beginning  of  this  Bulletin  will  be  found  questions  numbered  in 
order  and  arranged  in  groups.  The  answers  to  these  questions  are  not  in 
any  sense  definitions,  nor  will  they  help  the  child  to  understand  any  part 

(5) 


of  the  contents  of  this  book.  They  are  simply  brief  statements  of  the  facte 
that  the  children  have  learned  through  giving  the  language  forms  in  con- 
nection with  the  sentences  for  perhaps  several  weeks. 

This  does  not  mean  that  they  are  not  essential.  In  fact,  the  success  of  the 
work  depends  largely  upon  their  proper  use.  On  account  of  their 
importance  they  are  placed  first,  and  not  as  in  many  books  last,  where  they 
are  seldom  reached,  and  so  altogether  neglected. 

Their  use  is  to  keep  the  language  forms  of  the  grammar  content  so  familiar 
that  they  become  a  matter  of  habit  more  than  one  of  thought.  To  illustrate : 
"Modifies  a  noun"  has  been  so  many  times  associated  with  adjectives,  that 
as  soon  as  the  first  is  noted  the  other  follows  as  a  matter  of  course.  This 
familiarity  leaves  the  mind  free  to  think  out  some  additional  fact,  as. 
** completes  the  predicate,"  and  so  draw  the  conclusion — attribute  comple- 
ment. 

Inasmuch  as  the  answers  to  these  questions  form  a  summary  of  what  has 
gone  before,  they  can  not  be  used  with  any  success  until  after  the  children 
are  perfectly  familiar  with  the  topic.  In  this  case  the  repetition  of  the 
answer  will  be  merely  so  many  words  without  any  meaning.  If  at  any  time 
the  teacher  finds  that  the  child  can  not  make  the  application  of  the  answer 
he  has  given  to  the  sentence,  she  should  stop  the  questions  and  go  back  to 
the  sentence  work  in  that  group.    The  devices  for  their  use  are  many. 

The  class  may  be  arranged  in  two  sides.  For  each  side  one  is  chosen  as 
a  tally-keeper.  Questions  are  given  turn  about,  a  failure  to  answer  correctly 
being  recorded.    The  side  having  the  fewest  points  against  it,  wins. 

Each  question  may  be  written  on  a  card,  and  the  cards  passed  to  the 
children.    Each  child  in  turn  reads  a  question  and  answers  it. 

The  questions  may  be  put  upon  the  board,  a  few  at  a  time,  until  the  list 
is  completed.    The  children  answer  the  questions  in  writing. 

An  excellent  device  to  keep  the  attention  of  the  pupils  and  help  them 
recognize  quickly  the  tense  of  a  verb,  is  to  print  or  write  upon  separate 
cards  in  large  enough  letters  so  the  whole  class  may  see,  the  various  signs  of 
the  tenses.  Hold  one  up  before  the  class,  then  take  it  away  quickly.  Strive 
to  see  how  fast  they  can  giye  the  tense. 

After  this  add  the  proper  form  of  the  verb,  and  have  the  children  give  the 
tense.  This  device  may  be  used  with  profit  for  distinguishing  active, 
passive,  and  progressive  voice,  participles,  and  infinitives,  the  number  of 
pronouns,  or  their  case,  the  form  of  the  verb,  etc. 


GROUP  I. 

To  be  used  every  day  after  Exercise  26  is  completed. 

1.  What  words  are  nouns ?     (Names.) 

2.  When  is  a  word  an  adjective?    (When  it  modifies  a  noun  or  pronoun.) 

3.  When  is  a  word  an  adverb?     (When  it  modifies  a  verb,  adjective,  or 
other  adverb.) 

4.  What  part  of  speech  are  names?      (Nouns.)      Words   that   modify 

(6) 


nouns?      (Adjectives.)      Words   that   modify   verbs?      (Adverbs.)      That 
modify  adjectives?     (Adverbs.)     That  modify  adverbs?     (Adverbs.) 

5.  What  do  we  call  the  part  of  speech  that  modifies  a  noun?     (Adjec- 
tive.)    That  modifies  a  verb?     (Adverbs.) 

6.  Name  the  offices  in  a  sentence.      (Predicate,   subject,   complement, 
modifier.) 

7.  Name  the  office  that  tells  what  is  done.     (Predicate.) 

8.  What  office  answers  the  question  who  or  what  with  the  predicate? 
(Subject.) 

9.  What  office  answers  the  question  whom  or  what  with  the  sul)ject  and 
predicate  ?     ( Complement. ) 

10.  Name  the  pronouns  (omit  after  Exercise  27). 

11.  Name  eight  prepositions  (omit  after  Exercise  27). 

12.  What  is  always  named  with  a  preposition?     (Its  object.) 


GROUP  II. 

To  be  added  after  completing  Exercise  27/. 

13.  Name  the  tenses  of  the  indicative  mode.  (Present  tense,  past  tense, 
future  tense,  present  perfect,  past  perfect,  future  perfect.) 

14.  What  is  the  sign  of  the  past  tense?  (It  has  no  sign.)  The  future 
tense?  (Shall  and  will.)  The  past  perfect  tense?  (Had.)  The  future 
perfect?  (Shall  have  and  will  have.)  The  present  tense?  (s.)  The 
present  perfect  tense?     (Have  and  has.) 

15.  What  is  the  sign  of  the  present  tense,  third  person,  singular?     (s.) 

16.  The  present  perfect,  third,  singular?     (Has.) 

17.  How  do  you  recognize  the  third  person,  singular,  present  tense  of  the 
indicative  mode?     (By  the  sign  s.) 

18.  What  tense  has  no  helpers  or  signs?     (Past  tense.) 

19.  In  what  tense  of  the  indicative  mode  does  the  past  form  of  the  verb 
occur?  (Past  tense.)  The  past  participle?  (In  the  present  perfect  tense, 
in  the  past  perfect  tense,  and  in  the  future  perfect  tense.)  The  present 
form?     (In  the  present  tense  and  in  the  future  tense.) 

20.  Of  what  are  the  following  the  signs :  has  (present  perfect  tense),  shall 
(future  tense),  had  (past  perfect  tense),  will  have  (future  perfect  tense), 
s  (present  tense),  shall  have  (future  perfect  tense),  will  (future  tense), 
have  (present  perfect  tense). 

21.  How  do  you  form  the  present  tense?  (The  present  tense  is  formed 
by  using  the  present  form  of  the  given  verb,  except  in  the  third  person, 
singular,  where  s  is  added.)  The  future  tense?  (The  future  tense  is 
formed  by  using  the  signs  shall  and  will  plus  the  present  form  of  the 
given  verb.)  The  past  perfect  tense?  (The  past  perfect  tense  is  formed 
by  using  the  sign  had  plus  the  past  participle  of  the  given  verb.)  The 
present  perfect  tense?  (The  present  perfect  tense  is  formed  by  using  the 
sign  have  plus  the  past  participle  of  the  given  verb  in  all  persons,  except 
the  third,  singular,  where  has  is  used.)     The  future  perfect  tense?     (The 

(7) 


future  perfect  tense  is  formed  by  using  the  helpers  shall  have  and  will 
have  plus  the  past  participle  of  the  given  verb.) 

GROUP  m. 

To  be  added  after  completing  Exercise  21g. 

22.  Name  the  helpers  of  the  potential  mode.  (May,  can,  must,  might, 
could,  would,  should,  may  have,  can  have,  must  have,  might  have,  could 
have,  would  have,  should  have.)     Of  the  emphatic  form.     (Do,  does,  did.) 

23.  In  what  particular  is  the  conjugation  of  the  indicative  mode  different 
from  that  of  the  subjunctive  mode?  (The  third  person,  singular,  present 
indicative  has  the  sign  s,  while  the  subjunctive  has  not.) 

24.  What  are  the  usual  signs  of  the  subjunctive?     (If,  though,  and  lest.) 

25.  Of  what  are  the  following  the  signs:  has  (present  perfect  tense),  can 
(potential  mode),  shall  have  (future  perfect  tense),  ing  (present  par- 
ticiple), could  (potential  mode),  had  (past  perfect  tense),  will  (future 
tense),  did  (emphatic  form),  having  (perfect  participle),  must  (potential 
mode),  to  (infinitive),  might  (potential  mode),  shall  (future  tense),  should 
(potential  mode),  have  (present  perfect  tense),  will  have  (future  perfect 
tense),  to  have  (infinitive),  do  (emphatic  form),  may  (potential  mode), 
if  (subjunctive  mode),  has  (present  perfect  tense)  ? 

26.  How  do  you  form  the  present  tense,  subjunctive  mode?  (The  present 
tense,  subjunctive  mode  is  formed  by  using  the  present  form  of  the  verb 
throughout.)  The  imperative  mode?  (The  imperative  mode  is  formed  by 
using  the  present  form  of  the  verb.)  The  infinitives?  (The  infinitives  are 
formed  by  using  the  signs  to  plus  the  present  form  of  the  given  verb;  or, 
to  have  plus  the  past  participle  of  the  given  verb.)  The  present  participle! 
(The  present  participle  is  formed  by  using  the  present  form  of  the  verb 
plus  the  sign  ing.)  The  emphatic  form?  (The  emphatic  form  is  made  by 
using  the  signs  do,  does,  or  did  plus  the  present  form  of  the  given  verb.) 

27.  What  are  the  signs  of  the  infinitives?     {To  and  to  have.) 

28.  What  are  the  signs  of  the  present  and  perfect  participles?  {Ing  and 
having.) 

29.  What  is  always  the  subject  of  a  verb  in  the  imperative  mode?  (You 
understood.) 

30.  How  is  the  present  tense,  emphatic  formed?  (The  present  tense, 
emphatic  is  formed  by  using  the  sign  do  in  all  persons  except  the  third, 
singular,  where  does  is  used  plus  the  present  form  of  the  verb.) 

31.  How  is  the  past  tense,  emphatic  formed?  (The  past  tense,  emphatic 
is  formed  by  using  the  sign  did  plus  the  present  form  of  the  verb.) 

GROUP  IV. 

To  be  added  after  completing  Exercise  35. 

32.  How  many  kinds  of  phrases  are  there?     (Three.) 

33.  What  are  the  names  of  the  three  kinds  of  phrases?  (Prepositional 
phrase,  infinitive  phrase,  participial  phrase.) 

(8) 


34.  How  may  a  prepositional  phrase  be  distinguished  from  a  participial 
phrase  or  an  infinitive  phrase?  (A  prepositional  phrase  is  introduced  by 
a  preposition,  an  infinitive  phrase  by  an  infinitive,  and  a  participial  phrase 
by  a  participle.) 

35.  What  must  a  prepositional  phrase  contain?  (A  preposition  and  its 
object.) 

36.  What  must  an  infinitive  phrase  contain?  (An  infinitive  and  its 
object.) 

37.  What  must  a  participial  phrase  contain?  (A  participle  and  its 
object.) 

38.  In  what  ofiices  may  a  participle  be  used?  (Subject,  complement, 
modifier.)     An  infinitive?     (Subject,  complement,  modifier.) 

GROUP  V. 

To  be  added  after  completing  Exercise  42. 

39.  Give  the  number  of  the  following:  is  (singular),  were  (singular  and 
plural),  has  been  (singular),  are  (singular  and  plural),  was  (singular). 

40.  What  is  a  regular  verb?  (A  regular  verb  is  one  that  forms  its  past 
form  and  past  participle  by  adding  d  or  ed  to  the  present  form.) 

41.  What  two  kinds  of  complements  are  there?  (Object  complements 
and  attribute  complements.) 

42.  What  parts  of  speech  may  be  attribute  complements?  (Nouns,  pro- 
nouns, adjectives.) 

43.  Explain  the  distinction  between  object  and  attribute  complements. 
(An  object  complement  answers  the  question  what,  and  the  attribute 
complement  answers  the  question  what  and  modifies  or  means  the  same  as 
the  subject.) 

44.  What  is  always  the  complement  after  the  verb  })e?    (Attribute.) 

GROUP  VI. 

To  be  added  after  completing  Exercise  44. 

45.  Name  the  genders.     (Masculine,  feminine,  neuter.) 

46.  How  is  the  feminine  gender  usually  formed?  (By  adding  ess  to  the 
masculine  form.) 

GROUP  VII. 

To  be  added  after  completing  Exercise  55. 

47.  Write  the  following  words  in  the  plural:  leaf,  city,  joy,  foot,  news, 
shelf,  liberty,  goose,  tooth,  money,  wolf,  journey,  loaf,  athletics,  half,  thief, 
s,  sheep,  calf,  deer,  beef,  8,  trout,  knife,  Mr.  Jones,  negro. 

48.  Form  the  possessive  singular  of  the  following  words:  men,  James, 
woman,  child,  somebody  else. 

49.  Form  the  possessive  plural  of  the  following  words :  fairy,  child,  man, 
year,  hero,  chief,  woman,  misses,  mouse. 

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GROUP  VIII. 

To  be  added  after  completing  Exercise  57. 

50.  What  is  the  case  of  a  pronoun  which  is  subject  of  a  sentence?     (Nom- 
inative case.) 

51.  What  is  the  case  of  a  pronoun  which  is  the  attribute  complement? 
(Nominative  ca§e.) 

52.  In  what  offices  may  the  nominative  case  be  used?      (Subject  and 
complement.) 

53.  Name  the  possessive  pronouns.     (My,  mine,  our,  ours,  your,  yours, 
his,  her,  hers,  its,  their,  theirs.) 


GROUP  IX. 

To  be  added  after  completing  Exercise  61. 

54.  What  is  the  case  of  a  pronoun  which  is  the  object  complement? 
(Objective  case.)  Which  is  the  object  of  a  preposition?  (Objective  case.) 
Which  is  the  objective  of  an  infinitive?  (Objective  case.)  Which  is  the 
object  of  a  participle?     (Objective  case.) 

55.  What  parts  of  speech  take  an  object  complement?  (Verb,  preposi- 
tion, infinitive,  participle.) 

56.  In  what  office  may  the  objective  case  be  used?  (Complement  of  a 
verb,  preposition,  infinitive,  participle.) 

57.  What  parts  of  speech  may  be  object  complements?  (Noun,  pronoun, 
infinitive,  participle.) 

GROUP  X. 

To  be  added  after  completing  Exercise  63. 

58.  How  is  the  passive  voice  formed?  (The  passive  voice  is  formed  by 
using  some  form  of  the  verb  be  plus  the  past  participle  of  the  given  verb.) 

59.  How  is  the  progressive  voice  formed?  (The  progressive  voice  is 
formed  by  using  some  form  of  the  verb  he  plus  the  present  participle  of 
the  given  verb.) 

60.  What  participle  is  used  in  the  passive  voice?  ^  (The  past  participle.) 

61.  What  participle  is  used  in  the  progressive  voice?  (The  present 
participle.) 

62.  How  may  you  distinguish  the  active  voice  from  the  passive  or  pro- 
gressive? (The  active  voice  contains  no  form  of  the  verb  be.  The  passive 
and  progressive  voices  must  contain  some  form  of  the  verb  be.) 

63.  How  may  you  distinguish  the  passive  voice  from  the  progressive  ? 
(By  the  participle.) 

64.  How  many  infinitives  are  there  in  the  active,  passive,  and  progressive 
voices?     (Six.) 

65.  Name  them.  ( The  present  and  perfect  in  the  active  voice ;  the  present 
and  perfect  in  the  passive  voice ;  the  present  and  perfect  in  the  progressive 
voice.) 

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66.  How  many  participles  are  there  in  the  active,  passive,  and  progressive 
voices?     (Six.) 

67.  Name  them.  (The  present,  past,  and  perfect  in  the  active  voice; 
the  present  and  perfect  in  the  passive  voice;  the  perfect  in  the  progressive 
voice.) 

68.  How  is  the  present  passive  infinitive  formed?  (The  present  passive 
infinitive  is  formed  by  iising  the  sign  to  plus  the  present  form  of  the  verb 
he  plus  the  past  participle  of  the  given  verb.) 

69.  How  is  the  perfect  passive  infinitive  formed?  (The  perfect  passive 
infinitive  is  formed  by  using  the  sign  to  have  plus  the  past  participle  of  the 
verb  6e  plus  the  past  participle  of  the  given  verb.) 

70.  How  is  the  present  progressive  infinitive  formed?  (The  present  pro- 
gressive infinitive  is  formed  by  using  the  sign  to  plus  the  present  form  of 
the  verb  he  plus  the  present  participle  of  the  given  verb.) 

71.  The  perfect  progressive  infinitive?  (The  perfect  progressive  infini- 
tive is  formed  by  using  the  sign  to  have  plus  the  past  participle  of  the 
verb  he  plus  the  present  participle  of  the  given  verb.) 

72.  How  many  participles  are  there  in  the  active  voice?  Name  them. 
(Three:  The  present,  past,  and  perfect.) 

73.  In  the  progressive  voice?  Give  its  name^  (One:  The  perfect 
participle.)  ■  ./        *• 

74.  How  is  the  present  participle  passive  voice  formed?  (The  present 
participle  passive  is  formed  by  using  heing  plus  the  past  participle  of  the 
given  verb.) 

75.  How  is  the  perfect  passive  participle  formed?  (The  perfect  passive 
participle  is  formed  by  using  the  sign  having  plus  the  past  participle  of  the 
verb  he  plus  the  past  participle  of  the  given  verb.) 

76.  How  is  the  perfect  progressive  parti c^le  formed?  (The  perfect 
progressive  participle  is  formed  by  using  the  sign  having  plus  the  past 
participle  of  the  verb  he  plus  the  present  participle  of  the  given  verb.) 

Add  Group  XI  after  completing  Exercise  86. 

77.  Name  the  conjunctions  more  commonly  in  use.  (And,  or,  but,  nor, 
and  correlative  conjunctions  both-and,  either-or,  neither-nor,  whether-or, 
not  only-but  also.) 

78.  What  may  conjunctions  connect?     (Words,  phrases,  or  clauses.) 

79.  How  may  you  distinguish  a  phrase  from  a  clause?  (A  phrase  con- 
tains no  predicate  and  a  clause  contains* both  subject  and  predicate.) 

80.  How  may  you  distinguish  a  simple  sentence  from  a  complex  sentence  ? 
(In  a  simple  sentence  there  is  only  one  subject  and  one  predicate,  and  in  a 
complex  sentence  there  is  always  a  dependent  clause  introduced  either  by  a 
relative  pronoun  or  a  conjunctive  advei:b. 

81.  How  may  you  distinguish  a  simple  sentence  from  a  compound 
sentence?  (Simple  sentences  can  have  only  one  subject  and  one  predicate, 
and  compound  sentences-  must  have  at  least  two  clauses  connected  by 
conjunctions.) 

82.  What  is  meant  by  the  antecedent  of  a  relative  pronoun?     (The  ante- 

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cedent  of  a  relative  pronoun  is  the  noun  for  which  the  relative  pronoun 
stands.) 

83.  Give  the  list  of  relative  pronouns.     ("Who,  which,  what,  that.) 

84.  What  parts  of  speech  introduce  dependent  clauses?  (Relative 
pronouns,  conjunctive  adverbs.) 

85.  Name  some  common  conjunctive  adverbs.  (When,  while,  as,  because, 
where.) 

86.  In  what  offices  may  a  noun  clause  be  used?  (Subject  and  comple- 
ment.) 

87.  A  noun  clause  is  generally  introduced  by  what  kind  of  word?  (An 
introductory  word.) 

88.  How  may  you  distinguish  a  compound  sentence  from  a  complex 
sentence?  (A  compound  sentence  has  at  least  two  clauses  connected  by 
conjunctions  and  in  a  complex  sentence  there  is  always  a  dependent  clause 
introduced  either  by  a  relative  pronoun  or  a  conjunctive  adverb.) 

Treatment  of  the  Text,  Pages  7  to  48. 

It  will  be  found  best  to  teach  the  offices  in  a  group  by  themselves  and  to 
separate  them  entirely  from  the  treatment  of  the  parts  of  speech.  Otherwise 
the  confusion  between  the  offices  and  the  parts  of  speech  is  constant  and 
pupils  can  not  see  clearly  that  if  a  word  is  a  noun  it  can  not  be  a  verb,  since 
a  word  which  is  a  noun  can  also  be  a  subject.  We  must  associate,  at 
first,  the  offices  as  definite  places  in  the  diagram,  and  having  once  established 
this  idea  firmly  in  the  pupil's  mind,  we  are  then  ready  to  take  up  the 
distinctions  of  the  parts  of  speech  as  entirely  different  matters.  The  text 
makes  an  error  of  method,  in  treating  the  predicate  and  subject,  then  inter- 
polating the  parts  of  speech  and  finally  returning  to  the  complement. 

Omit  on  pages  7  and  8  the  attempt  to  develop  the  definition  that  a 
sentence  is  '*a  complete  expression  of  thought  in  words."  Pupils  may 
memorize  this  definition,  but  they  can  not  understand  it  so  that  they  will  use 
their  periods  and  capitals  correctly.  The  definition  is  of  no  value  in  itself. 
The  feeling  for  a  sentence  can  only  be  developed  by  composition.  A  gram- 
matical knowledge  of  a  sentence  can  only  come  after  the  pupil  has  learned 
thoroughly  phrases  and  clauses  so  that  he  may  distinguish  one  from  the 
other  and  has  thus  become  familiar  with  the  various  parts  which  go  to  make 
up  the  parts  of  a  sentence.  The  definition  of  a  sentence  can  come  only  at 
the  end  of  a  course  in  grammar,  not  at  the  beginning. 

Omit  the  treatment  of  the  different  kinds  of  sentences,  exclamatory, 
interrogative,  imperative,  and  declarative,  upon  pages  8  and  9.  The  only 
use  in  recognizing  these  distinctions  is  for  the  purpose  of  the  proper 
punctuation  marks.  These  can  best  and  only  be  taught  by  language  drills 
and  they  have  nothing  to  do  with  grammar.  The  mere  definitions  in  them- 
selves are  bits  of  pedantry  which  have  been  kept  in  the  school  long  enough. 
The  teacher  should  read  the  treatment  of  the  subject  and  predicate  upon 
pages  10,  11,  and  12,  and  in  the  teaching  follow  the  Course  of  Study. 

The  treatment  of  interrogative  and  exclamatory  sentences  upon  pages  12 
and  13  should  be  omitted  for  reasons  already  given,  so  far  as  the  names 

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are  concerned.  The  types  of  sentences  themselves  will  be  given  later.  It  is 
a  serious  blunder  to  introduce  several  varieties  of  sentences,  and  especially 
difficult  inversions  and  omissions  which  interrogative  and  imperative 
sentences  present,  before  one  kind  is  thoroughly  learned.  Our  first  purpose 
.  is  to  become  familiar  with  predicates  and  subjects — not  with  varieties  of 
sentences — and  this  can  only  be  accomplished  by  thorough  drill  upon  the 
simplest  forms. 

Read  pages  25  to  34,  but  there  is  little  there  that  can  be  profitably  taught 
to  pupils.  It  is  not  wise  to  introduce  at  this  early  stage  any  nouns  except 
those  referring  to  objects.  The  classification  as  concrete  and  abstract  nouns 
is  senseless, .  as  no  grammatical  errors  arise  from  confusion  of  these 
classifications. 

It  is  lack  of  economy  of  time  to  attempt  to  teach  pupils  to  recognize 
pronouns  by  definition,  and  the  method  of  memorizing  them  is  easier  and 
more  certain.  After  they  are  known  it  is  easy  to  teach  the  standard 
definition  if  this  is  desirable. 

Omit  the  term  "substantive,"  as  it  is  a  useless  confusion  and  one  which 
pupils  in  the  grammar  schools  never  grasp. 

The  definition  that  a  verb  is  a  word  which  makes  an  assertion  (page  30) 
is  useless,  because  pupils  can  not  comprehend  it  in  a  practical  manner,  and 
therefore  do  not  apply  it.  It  is  better  to  teach  first  that  a  verb  expresses 
action  (as  most  of  them  do),  and  when  we  later  introduce  verbs,  such  as  is, 
which  do  not  express  action,  we  can  add  to  the  definition. 

Omit  the  treatment  of  the  Grammatical  Subject  and  Predicate,  as  pupils 
in  this  early  stage  of  grammatical  knowledge  will  have  more  than  they  can 
do  to  comprehend  the  verb  as  a  single  word.  The  introduction  of  such 
distinctions  so  early  simply  confuses  the  mind  and  spreads  a  haze  over  the 
subject,  which  prevents  the  grasp  of  simple  constructions. 

Treatment  of  the  Text,  Pages  49  to  93  (Part  III). 

The  text  in  these  pages  is  especially  impossible  from  a  teaching  stand- 
point. The  author  has  most  unfortunately  inserted  at  this  juncture  a 
number  of  confusing  exceptions  to  usual  constructions. 

We  should  and  must  first  thoroughly  accustom  pupils  to  common  and 
usual  constructions  before  we  undertake  by  contrast  to  make  occasional 
exceptions,  such  as  factitive  complements  and  indirect  objects,  compre- 
hensible. Similarly,  participial  and  infinitive  constructions  must  not 
precede  a  thorough  treatment  of  the  conjugation  of  the  verb.  The  Course 
of  Study  will  omit  factitive  complements  and  indire(3t  objects  until  the 
end,  and  will  insert  them  in  a  chapter  devoted  to  special  constructions. 
Infinitives  and  participles  will  not  be  introduced  until  the  conjugations 
are  learned. 

Upon  pages  49  to  50  the  distinction  between  complete  and  incomplete 
predication  is  unnecessary  pedantry,  and  should  be  omitted.  Upon  page  51 
the  attribute  complement  can  not  be  understood  by  pupils  by  means  of  an 
abstract  definition,  and  their  treatment  must  be  deferred  until  after  the 
conjugation  of  the  verb  6e  is  learned.    The  same  fact  is  true  of  copulative 

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verbs,  and  the  learning  of  this  term  is  quite  unnecessary.  Factitive  comple- 
ments, indirect  objects,  infinitive  and  participles  have  already  been 
discussed,  and  for  the  reasons  stated  should  be  omitted  for  the  present. 
The  remainder  of  the  chapter  plunges  the  pupil  into  hopelessly  abstruse 
constructions  without  any  reason  at  this  juncture.  All  should  be  postponed 
until  pupils  can  learn  the  simple  and  common  constructions  of  the  language. 

The  teacher  should  read  carefully  the  pages  33  to  48.  The  paragraph 
on  Modifiers  contains  the  keynote  that  a  modifier  is  something  which  changes 
the  meaning  of  the  word  or  idea  which  the  modifier  modifies.  The  defini- 
tions of  adjectives  and  adverbs  given  should  be  the  objective  goals,  but  they 
should  not  be  given  first. 

Omit  on  page  37  phrase  modifiers,  because  we  should  take  up  prepositions 
before  phrases.  Before  pupils  can  recognize  prepositions  it  is  difficult  for 
them  to  understand  a  prepositional  phrase,  because  we  are  attempting  to 
explain  one  unknown  by  reference  to  another  unknown.  After  prepositions 
are  recognized  it  is  easy  to  pass  to  phrases  which  contain  prepositions, 
nouns,  and  possibly  adjectives.  Take  the .  treatment  of  prepositions,  but 
omit  for  the  present  conjunctions  and  interjections.  We  can  not  properly 
take  up  conjunctions  until  we  reach  compound  constructions.  The  exercises 
of  the  Course  of  Study  contain  no  conjunctions  until  these  constructions 
are  reached.  Interjections  also  must  be  passed  for  the  present,  to  be 
introduced  toward  the  close  of  the  course ;  they  are  rare  and  infrequent  in 
pupils'  written  composition. 

Omit  "Incomplete  expressions  of  thought,"  upon  pages  14,  15,  and  16. 
It  is  thoughtless  upon  the  part  of  the  authors  to  introduce  these  rare 
varieties  of  the  sentences  before  the  common  ones  have  become  familiar. 
Such  a  chapter  belongs  only  in  an  appendix. 

Omit  for  the  same  reason  pages  17  to  25,  covering  the  topics  Subject  and 
Predicate  out  of  Natural  Order,  Introductory  Words,  Words  in  Apposition, 
and  Compound  Subject  and  Predicate.  Each  of  these  constructions  will 
be  taken  up  in  the  Course  of  Study  in  its  proper  and  systematic  order. 

Exercise  1. 

To  teach  the  predicate. 

Write  upon  the  board  the  sentence,  "Dogs  bark."    Draw  underneath  it 

an  empty  diagram  thus : /\ and.  write  hark  in  the 

predicate  place,  saying  as  you  do  so,  "hark  tells  what  is  done.  Therefore, 
hark  is  the  predicate. ' '  The  purposes  are  to  associate  the  word,  predicate^ 
with  its  specific  place  in  the  diagram  and  to  teach  this  language  form. 
Explain  that  of  the  two  places  in  the  diagram  the  second  one  belongs  to 
the  predicate  and  always  is  occupied  by  it:  Manage  to  repeat  two  or  three 
times  the  language  form,  "bark  tells  what  is  done.  Therefore,  bark  is  the 
predicate,"  for  before  we  require  the  pupils  to  use  it  we  should  make  it 
as  familiar  as  possible  to  the  ear. 

Write  the  second  sentence  upon  the  board,  and  if  the  pupils  have  given 
interested  attention,  ask  them  to  tell  what  word  tells  what  is  done,  its  name 
and  into  what  space  in  the  diagram  it  should  be  placed.    Proceed  with  the 

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I 


other  sentences  in  the  same  way,  using  the  language  form  as  often  as 
possible.  Before  the  lesson  is  over  write  the  word  predicate  upon  the 
board  and  have  the  pupils  spell  it  and  pronounce  it  distinctly.  This  will 
do  very  well  for  the  first  lesson. 

At  the  next  lesson  use  the  same  sentences,  but  make  the  aim  direct  to 
teach  the  pupils  to  use  the  language  form  themselves. 

Write  a  sentence,  its  diagram  underneath,  and  then  the  language  form. 
With  this  before  the  pupils,  lead  them  to  use  the  same  form  in  succeeding 
sentences.  Send  the  pupils  to  the  board,  dictate  sentences  and  require  them 
to  place  the  predicate  in  the  diagram.  Then  either  have  them  write  the 
language  form  or  recite  it  orally. 

Seat  work:  Write  five  or  more  sentences  from  the  exercise  upon  the  board, 
and  require  pupils  to  write  each,  draw  empty  diagrams,  insert  predicate, 
and  write  out  in  full  the  language  form. 

For  the  third  lesson  proceed  as  in  the  second  lesson  if  the  written  seat 
work  of  the  previous  lesson  shows  that  the  language  form  is  not  learned 
to  practical  perfection.  If  all  the  class,  however,  clearly  know  the  form, 
pass  to  the  teaching  of  the  subject. 

1.  Dogs  bark.  2.  Bears  growl.  3.  Roosters  crow.  4.  Fish  swim.  5.  Fire 
burns.  6.  Grass  grows.  7.  Ships  sail.  8,  Winds  blow.  9.  Hens  cackle. 
10.  Water  boils.  11.  Mules  kick.  12.  Balls  bound.  13.  Cats  scratch. 
14.  Bees  sting.  15.  Frogs  croak.  16.  Lions  roar.  17.  Birds  fly.  18.  Flow- 
ers bloom.  19.  Snow  melts.  20.  Horses  trot.  21.  Dishes  break.  22.  Rab- 
bits burrow.  23.  Thread  breaks.  24.  Seeds  sprout.  25.  Branches  bend. 
26.  Waves  roll.  27.  Gas  burns.  28.  Elephants  trumpet.  29.  Mice  gnaw. 
30.  Paper  tears. 

Exercise  lb. 

To  teach  the  subject. 

Write  upon  the  board  the  sentence,  Dogs  hark.  Draw  the  diagram  and 
call  upon  some  pupil  to  give  the  predicate  and  recite  the  language  form. 
Write  the  predicate  in  its  place  and  the  language  form  underneath.  Below 
this  again  write  hark,  placing  what  before  it  and  a  question  mark  after  it, 
thus,  What  hark?  Call  for  volunteers  to  answer  the  question.  Receiving  the 
answer,  Dogs,  write  it  in  the  subject  space  of  the  diagram  saying,  ^'What 
hark?  Dogs.  Therefore,  dogs  is  the  subject."  Go  through  the  process 
with  one  or  two  other  sentences  explaining  that  the  subject  is  found  by 
prefixing  what  to  the  predicate  and  answering  the  question  thus  formed. 

Repeat  the  language  form  as  often  as  possible  in  order  to  familiarize  the 
class  with  it  before  calling  upon  pupils  to  recite  it. 

Seat  work: 

A  second  or  third  oral  lesson  will  probably  be  necessary  before  this 
language  form  is  learned  well  enough  for  assignment  as  seat  work.  As  soon 
as  possible,  however,  have  the  pupils  write  it.  Using  the  sentences  oi 
Exercise  1,  a  portion  of  which  should  be  written  upon  the  board,  require 
this  form  of  written  work  upon  the  pupils'  papers: 

(1.5) 


Dogs  bark.  Bark  tells  what  is  done,  therefore  hark  is  the  predicate. 
What  bark?    Dogs.    Therefore,  dogs  is  the  subject. 

Dogs  /\  hark. 

Do  not  pass  to  Exercise  2  until  every  pupil  in  the  class  can  give  and  write 
these  language  forms  with  practical  perfection. 

Caution:  Be  particularly  careful  in  this  and  in  all  subsequent  sentences 
that  the  pupil  writes  the  predicate  first,  before  he  writes  the  subject.  Our 
work  is  to  establish  by  habit  of  procedure  the  way  to  disentangle  the 
elements  of  a  sentence.  These  sentences  are  extremely  easy,  of  course,  and 
the  tendency  to  write  the  subject  first  will  prevent  the  forming  of  the  habit. 
Consequently  later,  when  involved  sentences  are  introduced,  mistakes  will 
constantly  occur  because  the  pupil  will  first  look  for  the  subject  and  guess 
the  wrong  one.  Consequently  in  the  early  stages  extreme  care  must  be 
maintained  that  the  pupil  proceeds  to  disentagle  the  sentence  in  this  order : 
predicate,  subject,  complement.  If  he  slurs  the  early  process  he  will  not  be 
acquiring  this  habit. 

A  second  important  caution  to  be  made  is  that  the  teacher  must  never 
permit  a  pupil  to  state  that  a  given  word  is  the  predicate,  and  then  proceed 
to  tell  why  it  is,  as  "hark  is  the  predicate,  because  it  tells  what  is  done." 
Bark  tells  what  is  done,  therefore  hark  is  the  predicate.  This  error  of 
method  is  responsible  for  the  large  share  of  difficulty  in  comprehending 
grammatical  relationships.  It  puts  the  cart  before  the  horse.  The  necessary 
order  of  thought  is  first  to  think  what  the  given  word  does  in  the  sentence, 
and  when  this  is  discovered  we  give  the  proper  name.  If  we  permit  the 
error  pupils  acquire  the  habit  of  guessing  the  name  without  making  any 
effort  to  find  the  function  or  relationship  of  the  word.  It  follows  that  the 
pupil  soon  loses  all  comprehension  that  these  are  relationships,  and  that 
success  is  wholly  a  matter  of  happy  guesses.  On  the  contrary,  our  whole 
purpose  is  to  compel  his  mind  to  focus  itself  upon  the  relationship,  and 
once  this  is  discovered  the  naming  follows  as  a  simple  matter  of  course. 
Particularly  is  this  error  common  in  the  teaching  of  the  parts  of  speech. 

Teachers  ask,  "What  part  of  speech  is ?"    The  child  does  not  think, 

but  hazards  a  happy  or  unhappy  guess,  and  then  the  teacher  asks,  '  *  Why  ? ' ' 
A  mad  scramble  for  possible  or  impossible  reasons  follows,  which  in  turn  are 
merely  guesses.  It  would  be  better  if  teachers  would  reverse  the  order  of 
questioning  and  ask  first  what  the  word  does.  The  naming  of  the  class  of 
words  which  performs  this  service  of  course  follows.  Consequently  through- 
out this  Course  of  Study  the  language  forms  invariably  require  the  pupil 
first  to  state  the  relationship,  if  there  is  any,  and  the  name  of  the  office  or 
part  of  speech  follows  as  a  consequence.  Insist,  therefore,  from  the 
beginning  in  a  rigid  adherence  to  the  order  of  the  language  forms. 


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Exercise  2. 

To  find  the  subject  when  it  refers  to  persons. 

Proceed  in  the  same  manner  orally  as  in  the  first  lesson  upon  the  subject 
using  who  instead  of  what,  explaining  that  when  the  subject  refers  to 
persons  the  question  is  formed  with  who  instead  of  what,  and  that  what 
refers  only  to  animals  and  things.  A  little  drill  will  soon  bring  to  the 
pupils  a  sense  of  the  distinction.  Give  at  least  one  day's  drill  upon  the 
sentences  of  Exercise  1,  in  which  what  is  exclusively  used.  For  seat  work 
use  the  same  sentences  that  were  used  orally. 

1.  Boys  climb.  2.  Women  sew.  3.  Girls  sing.  4.  Men  work.  5.  Chil- 
dren play.  6.  Babies  cry.  7.  Pupils  study.  8.  Carpenters  saw. 
9.  Soldiers  fight.    10.  Blacksmiths  hammer. 

Exercise  3. 

To  find  the  subject — miscellaneous  sentences. 

The  purpose  of  Exercise  3  is  to  drill  the  pupils  in  determining  whether 
the  question  to  be  asked  should  contain  who  or  what.  It  may  not  be  neces- 
sary to  use  all  of  these  sentences,  but  if  not  pass  to  Exercise  4  whenever 
the  pupils  can  readily  give  and  write  the  language  forms.  This  will  furnish 
ample  review  for  fixing  the  drill,  provided  in  this  exercise  they  have 
actually  mastered  the  forms. 

1.  Boys  whistle.  2.  Snakes  crawl.  3.  Bakers  bake.  4.  Stars  twinkle. 
5.  Wood'  burns.  6.  Children  scream.  7.  Wasps  sting.  8.  Rivers  flow. 
9.  Mary  sings.  10.  Boats  upset.  11.  Girls  dance.  12.  Merchants  trade. 
13.  Horses  neigh.  14.  Monkeys  climb.  15.  Miners  dig.  16.  Farmers 
plough.  17.  Babies  creep.  18.  Ants  crawl.  19.  Swimmers  dive. 
20.  Chickens  peep.  21.  Wolves  howl.  22.  Oil  burns.  23.  John  rides. 
24.  Mary  reads.  25.  Lambs  bleat.  26.  Musicians  play.  27.  Sailors  row. 
28.  Windows  rattle.     29.  Hunters  shoot.     30.  Ministers  preach. 

Exercise  4. 

To  teach  the  complement  when  it  does  not  refer  to  persons. 

When  the  class  is  able  to  analyze  with  some  readiness  sentences  containing 
only  predicate  and  subject,  we  may  add  the  complement,  using  the  sentences 
of  Exercise  4.  Write  upon  the  board  * '  Cows  eat  grass. ' '  Have  some  pupil 
go  through  the  language  form  as  far  as  the  predicate  and  subject  are  con- 
cerned, placing  the  words  properly  in  the  diagram  and  extending  a  space 
for  the  complement,  thus, /\ | 

Then  write  underneath  the  question  formed  by  adding  what  to  the 
subject  and  predicate,  thus  ''Cows  eat  what?"  Call  upon  some  volunteer 
to  answer  the  question,  and  then  write  grass  in  the  diagram,  remarking 
*  *  Cows  eat  what  ? ' '    Grass.    Therefore,  grass  is  the  complement. 

Drill  orally  with  these  sentences  requiring  that  pupils  shall  give  the 
complete  forms,  including  those  for  predicate  and  subject  as  well  as 
complement.  This  complete  form,  using  the  sentence,  "Cows  eat  grass," 
2— o  (17) 


is  as  follows:  "Eat  tells  what  is  done.  Therefore,  eat  is  the  predicate. 
What  eat  ?  Cows.  Therefore,  cows  is  the  subject.  Cows  eat  what  ?  Grass. 
Therefore,  grass  is  the  complement. ' ' 

Before  the  first  lesson  is  completed  teach  the  spelling  of  "complement" 
(noting  that  it  is  not  "compliment"),  and  its  distinct  pronunciation. 

1.  Cows  eat  grass.  2,  Horses  draw  wagons.  3.  Fire  burns  wood.  4.  Cats 
catch  mice.    5.  Girls  sing  songs.    6.  Water  boils  eggs.    7.  Dogs  eat  meat. 

8.  Boys  play  marbles.    9.  Children  play  games.    10.  Carpenters  saw  wood. 

Exercise  5. 

To  find  the  complement  when  it  refers  to  persons. 

Develop  the  lesson  as  in  the  previous  one,  but  explain  that  when  the 
complement  refers  to  persons  we  must  use  whom,  not  what.  Be  especially 
careful  that  the  pupils  use  whom,  not  the  ungrammatical  form  of  who  as 
the  object  of  a  verb. 

1.  Tigers  kill  men.     2.  Dogs  frighten  babies.     3.  Flies  annoy  people. 

4.  Bloodhounds  pursue  criminals.  5.  Jails  contain  criminals.  6.  Trains 
carry  persons.  7.  Menageries  attract  children.  8.  Machinery  interests 
boys.  *  9.  Mothers  love  children.    10.  Schools  educate  children. 

Exercise  6. 

To  teach  the  language  form  when  the  sentence  contains  no  complement. 

This  exercise  is  also  a  review  of  all  previous  language  forms,  viz.,  the 
predicate,  subject  referring  to  persons,  subject  not  referring  to  persons  or 
animals,  complements  referring  to  persons,  and  complements  not  referring 
to  persons. 

Teach  orally  by  the  method  previously  illustrated,  the  following  form, 
using  the  first  sentence,  "Balloons  rise.  Rise  tells  what  is  done.  Therefore, 
rise  is  the  predicate.  What  rise?  Balloons.  Therefore,  balloons  is  the 
subject.  Balloons  rise  what?  There  is  no  answer.  Therefore  there  is  no 
complement. ' ' 

Do  not  permit  pupils  at  any  time,  or  in  any  sentence  hereafter,  to  omit 
asking  the  question  form  for  the  complement  although  there  is  no  comple- 
ment. Later  in  involved  sentences,  in  constructions  out  of  order,  in  which 
the  complement  is  a  phrase  or  clause,  it  will  at  first  glance  seem  as  if  there 
is  no  complement,  but  by  forming  and  answering  the  question,  the  comple- 
ment will  be  found.  In  the  simple  sentences  of  these  exercises  it  is  of  course 
very  manifest  there  is  no  complement,  for  there  are  no  extra  words,  but 
we  have  purposely  selected  sentences  of  this  type  in  order  easily  to  learn 
the  habit  of  asking  the  question.  Your  goal,  therefore,  is  to  instill  the 
habit  of  forming  and  answering  the  complement  question  with  every 
sentence. 

1.  Balloons  rise.     2.  Girls  laugh.     3.  Cooks  bake.     4.  Horses  eat  hay. 

5.  Men  die.     6.  Pupils  study  grammar.     7.  Wood  floats.     8.  Ice  melts. 

9.  Sharks  capture  sailors.     10.  Iron  sinks.     11.  Hens  lay  eggs.     12.  Milk 

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sours.  13.  Snakes  swallow  frogs.  14.  Rain  falls.  15.  Leaves  flutter. 
16.  Dogs  obey  masters.  17.  Iron  rusts.  18.  Wood  rots.  19.  Trees  bear 
fruit.     20.  Doors  creak. 

Exercise  7. 
To  introduce  the  term,  office. 

Experience  shows  that  it  is  necessary  to  distinguish  between  the  ' '  offices '  * 
and  **the  parts  of  speech."  Unless  started  properly  pupils  are  forever 
mixing  the  term,  noun,  with  subject  or  complement.  For  this  reason  we 
have  first  taken  up  the  three  offices,  predicate,  subject,  and  complement, 
without  introducing  the  distinctions  of  the  parts  of  speech.  As  a  further 
preventive  of  confusion  it  is  well  to  associate  firmly  the  term,  "office,"  with 
a  visual  place  in  the  diagram. 

When  the  terms,  predicate,  subject,  and  complement,  have  been  learned 
concretely,  the  teacher  should  gradually  familiarize  the  pupils  with  the 
term  *  *  office, ' '  at  first  using  it  herself  and  finally  framing  questions  requir- 
ing the  pupil  to  use  it.    Place  a  blank  diagram  upon  the  board,  thus, 

A I 

and  require  the  pupils  to  point  out  the  place  of  each  office,  or  pointing  to 
each  of  these  places  ask,  ' '  What  is  this  office  ? ' '  etc.  Then  have  the  pupils 
memorize  these  offices.  See  that  this  term  is  thoroughly  understood  before 
taking  up  the  parts  of  speech.  Use  the  sentences  of  Exercise  7  f5r  drill  in 
the  use  of  the  term  ' '  office. ' '  Later,  when  parts  of  speech  are  being  learned, 
pupils  must  be  able  to  distinguish  the  questions,  for  example,  in  the  sentence. 
Cows  eat  grass.  "What  part  of  speech  is  cotvs,  and  what  is  the  office  of 
cows?"  It  will  be  necessary  to  carry  forward  the  review  of  this  distinction 
between  office  and  parts  of  speech  systematically  for  several  months.  At 
least  two  lessons  should  be  spent  upon  oral  work  to  teach  the  term  *  *  office. ' ' 
For  seat  work  assign  a  portion  of  the  sentences  and  require  complete  written 
analysis  of  each  sentence.  If  the  papers  do  not  show  that  the  pupils  have 
practically  learned  all  the  forms,  do  not  pass  to  Exercise  8.  If  the  sentences 
of  the  exercise  are  not  sufficient  use  sentences  from  previous  exercises. 

After  the  children  have  analyzed  the  sentences  and  are  thoroughly  familiar 
with  the  predicate,  subject,  and  complement  in  the  sentences,  the  teacher 
may  give  a  drill  by  pointing  to  the  word  quickly,  saying  "office."  The 
child  replies  predicate,  subject,  complement.  If  a  child  hesitates,  he  is  not 
familiar  enough  with  the  analysis  of  the  sentence,  which  should  be  sub- 
stituted for  the  drill.  ♦ 

1.  Pupils  learn  grammar.  2.  Puppies  play.  3.  Grocers  sell  sugar. 
4.  Water  gurgles.  5.  Students  read  books.  6.  Clouds  'disappear. 
7.  Thieves'rob  people.  8.  Grass  withers.  9.  Banks  lend  money.  10.  Ships 
carry  coal.  11.  Cats  scratch  children.  12.  Babies  delight  grandmothers. 
13.  Bees  make  honey.  14.  Turkeys  strut.  15.  Detectives  catch  rascals. 
16.  Volcanoes  emit  lava.  17,  Indians  hunt.  18.  Camels  carry  loads. 
19.  Flags  wave.    20.  Doctors  cure  invalids. 


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Exercise  8. 

To  teach  the  recognition  of  verbs  and  nouns  as  parts  of  speech. 

In  the  following  exercises  we  attempt  merely  to  introduce  to  the  pupils 
certain  very  general  characteristics  of  the  parts  of  speech,  verbs,  nouns,  and 
pronouns.  Later,  more  specific  features  and  differentiations  will  be  intro- 
duced. The  definitions  will,  therefore,  be  preliminary,  and  not  true  at  all 
times.  We  wish  to  make  these  terms  familiar  words,  and  we  shall  purposely 
keep  out  of  our  exercises  all  special,  complex,  or  exceptional  forms,  because 
we  wish  to  build  first  a  conception  which  is  usually  true.  The  exceptions 
can,  later,  be  easily  taught  after  the  simple  and  usual  conceptions  have 
become  familiar. 

Tell  the  class  that  you  are  now  going  to  teach  them  something  entirely 
new  about  words ;  that  all  the  words  in  the  language  are  classified  into  eight 
parts  of  speech — verbs,  nouns,  pronouns,  adjectives,  adverbs,  prepositions, 
conjunctions,  and  interjections.  You  will  commence  with  verbs  and  nouns 
and  you  will  teach  the  others  later.  In  all  the  sentences  we  have  been  using 
there  have  been  only  two  parts  of  speech,  verbs  and  nouns,  and  we  are  now 
going  back  over  some  of  the  sentences  to  pick  out  the  verbs  and  nouns. 

Write  "verb"  on  the  board  and  have  pupils  spell  and  pronounce  it.  Tell 
them  that  it  is  very  easy  to  recognize  the  verbs  we  have  had  because  they 
all  express  action ;  that  in  the  sentences  we  have  had  all  the  predicates  are 
the  verbs',  but  that  later  we  will  have  verbs  which  are  not  predicates  and 
also  verbs  which  do  not  express  action.  From  several  sentences  of  Exer- 
cise 4,  already  written  upon  the  board,  call  for  the  verbs.    Teach  the  pupils 

to  use  this  form:  '' expresses  action.    Therefore,  is  a  verb." 

Assign  as  written  seat  work  five  or  more  sentences,  requiring  the  pupils  to 
write  the  language  form  as  many  times. 

For  the  second  lesson,  briefly  review  a  few  sentences,  and  if  the  pupils 
can  give  the  language  form  for  the  verbs,  begin  with  nouns.  Explain  that 
a  noun  is  a  name.  In  the  sentence  * '  Cows  eat  grass, ' '  cows  is  the  name  of  a 
certain  kind  of  animal.  The  word  which  we  speak  or  write  for  this  kind  of 
an  animal  is  a  noun.  The  real  cows  are  not  on  the  board  and  are  not  nouns. 
It  is  the  name  which  we  give  that  is  the  noun. 

Go  over  this  explanation  something  in  this  manner  with  one  or  two  nouns, 
and  then  teach  the  language  form  "Cows  is  a  name.  Therefore,  cows  is  a 
noun."  For  seat  work  give  five  sentences  from  Exercise  8  and  require  the 
pupils  to  write  out  the  language  forms  of  both  verbs  and  nouns.  Also,  as 
a  review  of  analysis  by  seat  work,  give  at  least  one  sentence  from  Exercise  8, 
requiring  the  analysis  to  be  written  to  be  followed  by  a  diagram.  Take  time 
for  this  evjen  if  it  is  necessary  to  omit  the  advanced  lesson  on  nouns. 

In  the  second  lesson  review  office  as  in  Exercise  7.  After  pupils  have 
closely  fixed  in  mind  that  office  refers  to  the  diagram  place,  ask  the  question 
of  the  form  "What  is  the  office  of  cows?  (from  the  sentence  Coivs  eat  grass). 
What  part  of  speech  is  cows?  What  is  the  office  of  eat?  What  is  the  office 
of  grass?    What  part  of  speech  is  grass?" 

Throughout  subsequent  work  ask  these  forms  of  questions  two  or  three 

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times  during  each  recitation,  and  if  there  is  any  disposition  to  confuse  the 
offices  with  parts  of  speech,  use  the  drill  with  the  empty  diagram,  as  shown 
in  Exercise  7. 

1.  Idlers  whittle  wood.  2.  "Winter  brings  rain.  3.  California  produces 
oranges.  4.  Indians  tortured  prisoners.  5.  Columbus  discovered  America. 
6.  Italians  enjoy  music,  7.  Beads  delight  savages.  8.  Pictures  amuse 
children.  9.  Egyptians  preserved  mummies.  10.  Butterflies  flutter. 
11.  Brothers  protect  sisters,  12.  Soldiers  rest.  13.  Fulton  invented  steam- 
boats. 14.  Cortez  conquered  Mexico.  15,  James  met  friends,  16.  Wood- 
cutters chop.  17.  Dairymen  make  butter.  18.  Spiders  weave.  19.  Tailors 
sew  cloth. 

Exercise  9. 

To  teach  the  recognition  of  pronouns. 

It  is  useless  for  pupils  to  attempt  to  learn  the  recognition  of  pronouns  by 
means  of  definitions.  The  popular  definition  does  not  mean  much,  and  is 
only  occasionally  true ;  in  the  sentence  /  see  you,  I  and  you  stand,  not  for 
names,  but  for  the  external  objects,  and  under  our  definition  are  in  fact 
nouns.  The  simpler  and  more  direct  method  of  learning  pronouns  is  to 
learn  them  as  individuals  and  finally  to  memorize  them.  There  are  only 
about  twenty-nine  common  pronouns,  and  of  these  we  can  use  at  present  only 
twelve — I,  me,  we,  us,  you,  he,  she,  him,  her,  it,  they,  and  them.  We  must 
omit  possessives  until  after  we  have  taken  up  modifiers;  and  the  relatives, 
who,  which,  that,  and  what,  can  not  be  introduced  until  we  take  up  clauses, 
for  they  only  occur  in  dependent  clauses. 

Copy  on  the  board  Exercise  9a,  with  the  pronouns.  Explain  to  the  pupils 
that  these  words  are  called  pronouns.  Direct  them,  as  seat  work,  to  find 
the  pronouns  in  the  sentences  by  reference  to  the  list  above  and  to  write 
them  in  a  column  as  they  occur. 

Reviews : 

Write  out  the  analysis  of  the  first  three  sentences  in  Exercise  9,  which 
constitute  a  complete  review  of  all  analysis.  Write  in  separate  columns  the 
nouns  and  verbs  of  the  first  ten  sentences  of  Exercise  9&. 

For  the  second  lesson  use  the  time  for  oral  work  in  reviewing  '  *  office ' '  by 
means  of  the  diagram.  For  seat  work  require  pupils  to  write  in  their 
separate  columns  the  nouns,  verbs,  and  pronovins  of  the  last  ten  sentences 
of  Exercise  9&. 

For  the  ensuing  lesson  require  each  pupil  at  his  seat  to  write  the  twelve 
pronouns,  and  also  to  recite  them  orally.    Do  not  forget  to  review  office. 

Pronouns — I,  me,  we,  us,  you,  he,  him,  she,  her,  it,  they,  them. 

(a)  1.  I  saw  you,  2.  You  saw  me.  3.  He  teazes  us.  4.  They  stung 
him.  5.  She  saved  him.  6.  He  thanked  her.  7,  He  ate  apples.  8.  We  met 
them.     9.  It  surprises  me.     10.  She  told  him.     11,  He  told  her. 

(&)  1,  I  see,  2.  He  sings  songs.  3.  Flowers  please  her.  4.  They 
played  tennis.     5,  It  strengthens  them.     6,  She  learned  lessons.     7.  Lions 

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frighten  me.  8.  Monkeys  amuse  me.  9.  We  breathe  air.  10.  You  drink 
water.  11.  Dogs  chase  them.  12.  They  catch  rats.  13.  We  eat  potatoes. 
14.  She  prefers  ice  cream.  15.  He  laughs.  16.  Flies  bother  us.  17.  Stories 
interest  him.    18.  I  rode.    19.  Medicine  cured  her.    20.  Flies  trouble  them. 

Exercise  10. 

To  teach  adjectives ;  review  of  pronouns,  and  the  offices. 

This  also  contains  a  complete  review  of  pronouns,  and  all  types  of  subjects 
and  complements  and  their  language  forms. 

Write  the  sentence,  "Wild  birds  fly,"  and  have  some  volunteer  analyze 
it  orally.  The  class  will  be  unable  to  tell  what  to  do  with  wild.  Ask  what 
word  wild  tells  about.  When  you  secure  the  answer  dwell  upon  the  fact 
for  a  time  and  make  it  clear  by  question  and  discussion  that  wild  does  not 
tell  about  fly  but  about  birds;  it  shows  what  kind  of  birds  they  are  which 
fly.  Then  ask  what  part  of  speech  birds  is,  and  upon  being  told  that  it  is  a 
noun,  say  that  then  wild  must  be  an  adjective,  for  any  word  that  tells  about 
a  noun  is  an  adjective.  Be  careful  that  the  pupils  do  not  get  the  notion 
that  it  is  an  adjective  because  it  tells  what  kind  of  bir^s,  but  simply  because 
it  tells  about  a  noun.  Make  this  point  perfectly  clear.  Illustrate  with  two 
or  three  other  sentences  and  lead  to  the  language  form,  "Wild  tells  about 
the  noun,  birds,  therefore,  wild  is  an  adjective. ' '  Explain  that  words  which 
tell  about  pronouns  are  also  adjectives,  but  words  which  tell  about  a  verb  or 
any  other  part  of  speech  except  a  noun  or  pronoun  are  never  adjectives. 
Explain  that  for  some  time  their  sentences  will  contain  only  adjectives 
telling  about  nouns,  but  that  later  adjectives  will  be  shown  which  tell  about 
pronouns. 

Do  not  use  the  word  "modify"  for  one  or  two  lessons,  except  incidentally 
to  remark  that  such  and  such  a  word  tells  about  or  "modifies"  the  noun, 
and  therefore  is  an  adjective.  In  this  manner  aim  to  associate  the  new  term 
with  its  real  meaning. 

Do  not  use  the  diagram  for  the  present.  In  fact,  it  would  be  better  never 
to  use  the  diagram  as  a  means  to  explain  parts  of  speech.  It  is  the  abstract 
relationship  of  words,  one  to  the  other,  in  their  meaning  which  is  our  goal, 
and  the  diagram  tends  to  distract  the  attention  from  this  essential  goal. 
The  diagram  can  only  be  safely  introduced  after  adjective  and  adverbial 
relations  have  been  thoroughly  learned,  and  reviewed  for  several  weeks  or 
months.  By  that  time,  it  is  to  be  hoped,  pupils  will  have  acquired  the 
mental  habit  of  looking  first  for  the  abstract  relationship,  and  will  use  the 
diagram  merely  as  a  written  form  of  stating  a  fact  already  known. 

Extreme  care  should  be  taken  in  method  to  make  clear  that  a  word  is  an 
adjective  because  it  modifies  a  noun  or  pronoun,  not  because  it  tells  what 
kind,  how  many,  etc.  In  order  to  make  it  clear  that  an  adjective  modifies 
a  certain  noun,  it  is  well  to  require  the  pupils  to  tell  in  what  way  the 
adjective  modifies  the  noun ;  thus,  in  the  sentence,  Wild  birds  fly,  wild  tells 
what  kind  of  birds.  But  for  the  first  few  lessons  it  will  be  best  not  to  bring 
forward  this  idea  too  strongly,  and  at  all  times  never  let  the  recitation  take 

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such  form  that  there  can  be  any  confusion  as  to  the  real  reason  why  a  word 
is  an  adjective,  to  wit :  that  it  tells  about  or  modifies  some  noun  or  pronoun. 
When  this  point  is  clear  it  makes  the  relationship  clearer  by  requiring  the 
pupils  to  explain  (i.  e.  in  terms  of  what  hind,  how  many,  pointing  out,  etc.) 
just  in  what  way  a  given  adjective  modifies  the  noun  or  pronoun  in  question. 

For  seat  work  of  the  first  lesson  have  pupils  write  a  list  of  all  the  nouns, 
verbs,  and  pronouns  found  in  the  exercise,  putting  before  each  the  number 
of  the  sentence  in  which  it  is  found. 

For  the  second  lesson  lead  up  to  the  adjective  language  form  ' '  Wild  tells 
about  the  noun,  birds.  Therefore,  wild  is  an  adjective."  For  seat  work 
give  as  many  sentences  as  there  may  be  time,  and  require  pupils  to  write 
out  the  language  form  for  each  word.  If  the  papers  are  satisfactory  pass 
to  the  third  lesson ;  if  not,  take  the  time  for  further  drill. 

In  the  third  lesson  we  must  take  up  the  diagramming,  not  for  its  own  sake 
but  because  we  must  have  some  handy  form  for  review  of  analysis.  Turn 
to  the  State  Text,  page  32,  and  familiarize  yourself  with  the  system  for 
diagramming  adjectives.  Work  with  the  class  orally  at  first,  then  at  the 
board,  where  mistakes  may  be  easily  noted  and  corrected,  until  the  system 
of  representing  simple  modifiers  can  be  safely  used. 

For  seat  work  require  pupils  first  to  write  the  sentence,  then  to  write  the 
language  form  for  the  adjectives  in  the  sentence,  and  last,  to  make  a  dia- 
grammatic representation.  Do  not  permit  them  to  diagram  without  first 
writing  the  language  forms,  for  this  error  is  lifting  the  lid  to  half  the 
diseases  of  grammar  teaching.  If  diagramming  is  to  be  used  at  all  it  must 
be  used  after  all  thinking  possible  has  been  done.  Require  that  in  at  least 
two  sentences  there  shall  be  written  a  complete  analysis,  for  we  must  keep 
these  language  forms  alive  by  frequent  reviews.  Probably  two  or  three 
lessons  of  this  type  can  profitably  be  given  at  this  point  before  passing  to 
Exercise  11. 

After  the  diagrams  have  been  learned  tell  the  class  you  will  now  teach 
them  a  new  office,  modifier.  A  modifier  in  a  diagram  is  any  word  or  group 
of  words  which  is  placed  under  another  word  or  group  of  words.  Adjectives 
are  one  kind  of  modifier,  but  later  we  will  have  modifiers  of  verbs,  of 
adjectives,  and  of  other  parts  of  speech.  Show  upon  the  diagram  what  we 
mean  by  a  modifier.  Always  drill  the  meaning  with  the  diagram  before  the 
class.  Ask  for  review  questions,  what  the  four  offices  are,  and  have  them 
memorized — predicate,  suoject,  complement,  and  modifier.  Constant  review 
is  necessary  to  fix  these  distinctions. 

(a)  1.  Wild  birds  fly.  2.  Young  dogs  bark.  3.  Little  babies  drink 
milk.  4.  Hot  water  scalds.  5.  Hungry  cats  catch  mice.  6.  Little  boys 
chased  me.  7.  We  ate  red  berries.  8.  They  caught  large  fish.  9.  Noisy 
hens  cackle.    10.  She  likes  sweet  honey. 

(&)  1.  Angry  dogs  growl.  2.  Large  tigers  kill  men.  3.  I  see  white 
clouds.  4.  You  study  easy  lessons.  5.  He  helped  them.  6.  Gentle  cows 
frighten  her.  7.  Small  boys  did  it.  8.  Green  grass  grows.  9.  Tired  men 
enjoy  rest.     10.  We  have  pleasant  weather.     11.  Brave  soldiers  captured 

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cities.  12.  Barking  dogs  frighten  skittish  horses.  13.  Little  children  like 
candy.  14.  Buzzing  flies  annoy  us,  15.  He  reads  interesting  books. 
16.  She  picked  red  roses.  17.  "We  drank  fresh  milk.  18.  Old  dogs  sleep. 
19.  Trained  elephants  amuse  me.  20.  Large  trees  shade  us,  21,  They  want 
strong  toys. 

Exercise  11. 

To  teach  the  adjectives  a,  an,  and  the. 

A,  an,  and  the  tell  about  names  by  pointing  them  out,  rather  than  stating 
color,  size,  kind,  etc.  Insist  upon  the  regular  language  form  for  adjectives, 
but  after  each  has  been  taken,  ask  after  the  language  form  has  been  given, 

in  what  way  the  {an  or  a)  tells  about .    The  answer  should  be:  "It 

points  out . ' '    Do  not  use  this  question  until  you  are  sure  the  pupils 

will  not  get  the  notion  that  these  words  are  adjectives  "because  they 
point  out." 

As  an  oral  drill  upon  this  exercise,  write  a,  an,  and  the  upon  the  board, 
and  ask  pupils  to  tell  which  sentences  contain  them. 

Review : 

Give  an  oral  drill  upon  these  sentences  and  upon  the  parts  of  speech. 
The  pupil  should  be  drilled  to  discover  the  predicate,  subject,  and  comple- 
ment, using  the  language  forms,  without  other  direction  than  to  analyze  the 
sentence.  This  order  of  procedure  should  be  maintained.  But  it  is  not 
necessary  nor  desirable  that  he  should  also  memorize  an  order  of  procedure 
in  giving  the  parts  of  speech.  These  matters  should  be  brought  out  by 
special  questioning.  Thus,  taking  Sentence  4  as  a  model,  the  pupil  should 
thus  analyze :  ' '  Catches  tells  what  is  done.  Therefore,  catches  is  the  predi- 
cate. What  catches?  Bird,  Therefore,  hird  is  the  subject.  Bird  catches 
what?     Worm.    Therefore,  worm  is  the  complement." 

This  is  far  enough.  It  has  been  an  unfortunate  custom  to  require  the 
pupil,  without  questioning,  to  take  up  in  order  the  part  of  speech  of  the 
subject,  of  the  predicate,  of  the  complement,  modifiers  of  the  subject,  of  the 
predicate,  etc.  Thie  drill  necessary  to  teach  this  order  is  enormous,  and 
better  results  can  be  reached  by  leaving  the  remainder  for  special  question- 
ing. The  teacher  may  now  ask,  "  What  does  feirc?  do  in  the  sentence  ?  (Ans. 
Bird  is  a  name.  Therefore,  hird  is  a  noun.)  Of  what  is  hird  the  name? 
(Ans.  Of  an  animal.)  What  shall  you  do  with  an?  (Ans.  An  modifies  hird. 
Therefore,  an  is  an  adjective.)  In  what  way  does  an  modify  hird?  (Ans.  It 
points  out  hird.)  What  does  eai'ly  do?  (Ans,  Early  tells  about  hird. 
Therefore,  early  is  an  adjective.)  In  what  way  does  early  modify  hird? 
(Ans.  Early  tells  what  kind  of  hird  it  is),"  etc. 

For  review  of  office  ask  pupils  to  name  the  office  of  each  word  in  the 
sentence.  If  there  is  any  hesitancy,  diagram  the  sentence,  and  have  the 
drill  from  the  words  in  the  diagram,  and  later  from  the  sentence  without 
diagram. 

The  teacher  should  now  use  and  encourage  the  use  of  the  word  "modify" 
instead  of  ' '  tells  about. ' '     Gradually  introduce  the  use  of   it   into   the 

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language  forms,  but  not  until  by  frequent  use,  by  the  teacher,  it  is  entirely 
familiar. 

Unless  the  class  shows  readiness  with  these  forms  do  not  pass  to  the  next 
exercise  until  all  the  sentences  have  been  analyzed. 

Seat  work: 

Require  analysis  of  a  few  sentences.  Underline  the  nouns,  verbs,  and 
adjectives  in  other  sentences,  with  instructions  for  pupils  to  write  what 
each  of  these  underlined  words  does  in  the  sentence.  The  special  questions 
of  the  type  illustrated  should  be  reserved  for  oral  work,  as  the  labor  of 
writing  it  on  the  board  is  greater  than  the  profit. 

1.  The  rain  fell:  2.  The  wind  chills  me.  3.  The  dog  chased  him.  4.  An 
early  bird  catches  the  worm,  5.  They  saw  a  snake.  6.  We  caught  a  fish. 
7.  An  owl  catches  mice.  8.  A  strong  horse  draws  a  heavy  load.  9.  The 
pretty  robin  sang  a  song.  10.  A  young  man  stopped  the  runaway  horse. 
11.  She  met  an  old  man.  12.  It  rained.  13.  The  hot  iron  burned  him. 
14.  The  good  man  helped  us.  15.  I  picked  a  blue  flower.  16.  A  bright  sun 
cheered  her.  17.  He  ate  an  apple.  18.  The  coof  water  refreshes  you. 
19.  An  old  dog  followed  them. 

Exercise  12. 

To  teach  the  adjectives  this,  that,  these,  and  those;  reviewing  a,  an,  and  the. 
Develop,  by  questioning,  the  realization  that  these  new  words  modify 
nouns  and  consequently  are  adjectives.  By  special  questioning  bring  out 
the  fact  that  they  belong  to  the  same  class  as  a,  an,  and  the,  inasmuch  as 
they  point  out.  Question  especially  upon  the,  an,  and  a  as  they  occur.  Send 
the  class  to  the  board  and  have  a  few  sentences  diagrammed.  If  they  make 
few  mistakes  as  a  consequence,  assign,  as  seat  work,  the  diagramming  of  as 
many  sentences  as  possible.  Since  the  oral  work  above  has  been  given,  it  is 
not  necessary  to  require  written  analysis.  Do  not  forget  the  review  of  office 
as  in  Exercises  10  and  11. 

1.  That  little  pig  ate  an  apple.  2.  These  hungry  chickens  want  corn. 
3.  Those  wicked  men  deserve  severe  punishment.  4.  That  man  killed  a 
bear.  5.  This  boy  learned  a  useful  lesson.  6.  That  parrot  wants  a  cracker. 
7.  These  horses  drew  a  heavy  load.    8,  I  want  those  pencils. 

Exercise  13. 

To  teach  the  adjectives  all,  any,  many,  every,  no,  some,  and  terms  of  numher. 
In  general,  these  adjectives  modify  by  telling  "how  many."  Require 
complete  oral  analysis,  and  use  special  questioning  for  the  modifiers.  After 
a  pupil  has  used  the  regular  language  form,  question  him  to  bring  out  in 
what  way  the  adjective  modifies  the  noun. 

Seat  work: 

Require  that  the  sentences  which  have  been  analyzed  orally  shall  be 
diagrammed.     Also  require  that  pupils  shall  select  and  write  the  list  of 

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pronouns  which  occur  in  the  following  list  of  words :  the,  me,  some,  you,  a, 
an,  I,  any,  see,  he,  seven,  them,  girl,  they,  home,  she,  every,  .it,  walk,  us,  ran, 
we,  man,  him,  made,  six,  ask,  her,  no. 

1.  The  boys  played  ball.  2.  Four  girls  want  that  book.  3.  Many  animals 
eat  meat.  4.  Some  animals  eat  no  meat.  5.  Every  child  likes  this  candy. 
6.  All  men  die.  7.  That  boy  broke  those  windows.  8.  Three  small  children 
sang  some  songs.  9.  Any  dog  appreciates  a  kindness.  10,  Those  soldiers 
raised  an  old  tattered  flag. 

„    .  Exercise  14. 

Review: 

Exercise  14  offers  a  general  review  of  all  types  of  adjectives  introduced, 
and  also  of  pronouns  and  of  analysis.  Require  oral  analysis  of  each  sen- 
tence, with  special  questioning  upon  modifiers,  and  upon  what  each 
expresses.    Do  not  forget  the  review  of  office. 

Seat  work: 

Require  written  analysis  of  any  sentences  with  which  the  class  seemed 
weak  in  the  oral  recitation. 

1.  Those  boys  own  some  pretty,  white  rabbits.  2.  We  want  these  books. 
3.  You  know  this  boy.  4.  He  ate  an  apple.  5.  Some  dogs  chased  him. 
6.  That  boy  took  them.  7.  They  ran  a  race.  8.  She  called  me.  9.  Those 
men  thanked  us.  10.  This  hard  ball  struck  him.  11.  It  melted  the  ice. 
12.  These  noisy  children  annoy  her.  13.  I  have  an  orange.  14.  Every  boy 
wanted  that  football.  15.  Any  person  enjoys  a  good  story.  16.  This  large 
menagerie  contains  many  wild  animals.  17.  All  cattle  eat  hay.  18.  No  one 
wants  those  worthless  boxes.  19.  Six  pupils  worked  these  difficult  examples. 
20.  No  monkey  laughs. 

To  teach  adverbs. 

Since  an  adverb  is  a  word  that  modifies  a  verb,  an  adjective,  or  any  other 
adverb,  we  must  take  each  construction  separately,  reviewing  in  advance 
the  construction  already  learned.  We  will  commence  with  the  case  of 
adverbs  modifying  verbs  in  Exercise  15. 

Write  the  sentence  The  tame  birds  fly  wildly,  and  after  pupils  have 
analyzed  the  sentence  as  far  as  wildly,  ask  what  the  word  is  which  it 
modifies.  Bring  out  by  questioning  that  wildly  changes  the  meaning  of  fly, 
telling  the  manner  of  the  flying.  It  does  not  modify  birds,  because  the 
sentence  tells  us  that  they  were  tame  birds,  not  wild  ones.  Explain  that 
since  wildly  clearly  tells  about  a  verb  (fly)  it  must  be  an  adverb,  for 
adverbs  are  the  parts  of  speech  which  modify  verbs.  Tell  the  class  that 
adverbs  never  modify  nouns  or  pronouns,  for  words  which  do  so,  as  we 
have  already  learned,  are  adjectives.  Illustrate  with  two  or  three  other 
sentences  and  lead  up  to  the  language  form,  "Wildly  tells  about  (or 
modifies)  the  verb,  fly.  Therefore,  wildly  is  an  adverb."  After  this  form 
has  been  recited  ask  such  questions  as,  "^In  what  way  does  wildly  modify 
the  verb?"  (Ans.  It  tells  how  the  birds  fly.)  Show  the  class  that  adverbs 
are  diagrammed  exactly  as  adjectives. 

(26) 


Seat  work: 

Assign  for  diagramming  a  sufficient  number  of  the  sentences  which  have 
been  analyzed. 

1.  The  tame  birds  fly  wildly.  2.  The  race  horse  trotted  slowly.  3.  The 
class  sing  softly.  4.  The  heavy  elephant  lifted  the  child  lightly.  5.  The 
express  train  climbed  the  hill  slowly,  6.  The  pupils  wrote  neatly.  7.  The 
lamp  burned  dimly.  8.  The  injured  man  smiled  cheerfully.  9.  The  cross 
teacher  sang  sweetly.    10.  The  lively  children  played  quietly. 

Exercise  16. 

To  teach  adverbs  expressing  time. 

Exercise  16  introduces  adverbs  expressing  time,  and  reviews  the  type 
introduced  in  Exercise  15.  Require  the  same  language  form.  For  special 
questioning,  lead  pupils  to  explain  that  these  adverbs  *  *  tell  when. ' '  Explain 
that  we  have  another  form  of  modifier — the  adverb.  Show,  by  diagram, 
that  it  has  the  same  office  as  the  adjective.  For  drills,  require  pupils  to 
give  the  office  of  each  word  in  the  sentence,  using  the  diagram  if  at  all 
necessary. 

Seat  work: 

Require  pupils  to  make  separate  columns  containing  the  adverbs, 
adjectives,  verbs,  and  nouns,  placing  before  each  the  number  of  the  sentence 
in  which  it  is  found. 

1.  The  postman  came  late.  2.  California  lions  oftei^  kill  sheep.  3.  Raiu 
soon  fell.  4.  Buffaloes  formerly  roamed  the  prairies.  5.  These  pupils  no\\ 
study  grammar.  6.  Fire  seldom  burns  wet  wood.  7.  The  letter  never 
came.  8.  Foxes  always  avoid  dogs.  9.  This  little  pig  greedily  ate  the  food. 
10.  Then  the  stage  came.  11.  The  man  never  returned.  12.  Many  men 
die  suddenly.  13.  The  carpenter  works  honestly.  14,  You  write  well. 
15.  A  serious  earthquake  once  visited  California.  16.  No  good  child  wilfully 
disobeys  parents.  17.  She  often  loses  books.  18.  The  sick  man  persistently 
refused  any  medicine.  19.  Six  persons  easily  escaped.  20.  The  officer  soon 
found  the  lost  child.  21.  Richard  almost  won  the  race.  22.  It  happened 
yesterday.  23.  I  hear  you  distinctly.  24.  The  boy  entered  quietly. 
25,  They  came  early. 

Exercise  17. 

To  teach  adverbs  expressing  place.  ^ 

With  the  pupils  make  no  distinction  as  to  adverbs  of  time,  place,  degree, 
etc.  These  distinctions  are  of  no  value,  as  no  mistakes  grow  out  of  their 
confusion.  But  after  the  language  form  for  the  adverb  has  been  given, 
call  upon  pupils  to  tell  in  what  way  a  given  adverb  modifies  the  verb,  in 
order  to  make  the  relationship  clearer.  Use,  for  seat  work,  written  analysis 
and  questioning  upon  sentences  and  constructions  in  which  the  pupils  have 
shown  weakness  during  the  oral  recitation. 

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1.  We  live  here.     2.  The  army  moved  forward.     3.  They  \Y6iit  home. 

4.  Then  they  ran  out.  5.  The  cow  stood  there.  6.  We  looked  up.  7.  An 
old  tree  stands  near.  8.  Indians  once  lived  here.  9.  The  bell  rang  loudly. 
10.  They  then  went  in. 

Exercise  18. 

Adverbs  modifying  adjectives. 

Pursue  the  same  method  as  in  previous  lessons.  The  language  form  is : 
modifies  the  adjective .    Therefore, is  an  adverb. 

Give  oral  drills  upon  the  analysis  and  constructions  of  all  adverbs, 
adjectives,  nouns,  verbs,  and  pronouns  found  in  the  sentences. 

For  seat  work  assign  for  diagramming  sentences  or  constructions  which 
have  given  trouble  but  which  have  been  thoroughl;^  explained. 

Do  not  forget  to  review  office. 

1.  Very  careful  pupils  make  no  blots.  2.  He  now  suffers  very  little  pain. 
3.  You  misspelled  too  many  words.  4.  California  once  had  some  very  large 
farms.  5.  I  never  read  a  more  interesting  book.  6.  Quite  accurate  men 
sometimes  make  mistakes.  7.  We  safely  crossed  the  most  dangerous  place. 
8.  Too  hasty  people  frequently  apologize.  9.  She  now  enjoys  much  better 
health.  10.  Cats  make  singularly  quick  movements.  11.  Hawks  have 
remarkably  keen  eyesight. 

Exercise  19. 

Adverbs  modifying  adverbs. 

The  language  form  is:  modifies  the  adverb  .     Therefore, 

is  an  adverb. 

1.  Some  hunters  very  often  miss  easy  shots.  2.  The  visitor  came  too 
early.     3.  I  play  very  quietly.     4.  This  machinery  now  runs  quite  easily. 

5.  The  south  wind  almost  always  brings  a  rain.  6.  The  soldier  escaped 
quite  remarkably.  7.  They  now  visit  us  quite  frequently.  8.  A  lazy  horse 
very  seldom  runs  away.  9.  We  heard  her  quite  distinctly.  10.  They 
walked  too  fast. 

Exercise  20. 

To  review  adverbs,  adjectives,  and  pronouns. 

For  oral  recitation,  give  complete  analysis  of  each  sentence,  with  special 
questioning  upon  all  parts  of  speech  and  upon  what  each  expresses. 

For  seat  work,  require  pupils  to  make  separate  columns  of  all  the  parts 
of  speech. 

1.  He  once  owned  a  very  large  grizzly  bear.  2.  She  stood  there.  3.  They 
urged  us  quite  persistently.  4.  I  hardly  believe  it.  5.  He  recognized  me 
immediately.  6.  The  wolves  continually  drew  nearer.  7.  They  lifted  him 
very  gently.  8.  This  savage  dog  barked  angrily.  9.  These  olives  grew 
here.  10.  That  book  contains  many  very  interesting  stories.  ]#1.  Those 
boats  require  especially  strong  oars.  12.  No  man  ever  escaped  death. 
13.  Every  star  shone  brightly.  14.  We  saw  her  distinctly.  15.  Some 
schools  never  have  a  spring  vacation.     16.     The  poor  man  accepted  any 

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assistance  gratefully.  17*  The  flames  burst  forth  instantly.  18.  Few  plants 
endure  continual  shade.  19.  Some  lands  receive  too  much  rain.  20.  All 
rivers  flow  downward. 

m  •.-  Exercise  21. 

The  preposition. 

It  is  useless  folly  to  attempt  to  teach  pupils  to  recognize  prepositions  by 
comprehension  of  a  definition.  No  one,  pupil  or  teacher,  ever  actually 
realized  that  prepositions  "show  relation."  It  is  a  pretty  phrase,  but  we 
mean  nothing  by  it.  Tlje  simplest  and  shortest  method  of  learning  to 
recognize  prepositions  is  to  learn  that  such  words  are  prepositions  as  we 
meet  them  individually  in  sentences,  and  then  to  memorize  them.  In 
conformity  with  this  plan,  the  exercises  introduce  the  more  common  prepo- 
sitions, one  by  one,  in  sentences,  and  by  reviews  the  pupils  will  quickly 
learn  to  remember  that  such  words  are  prepositions.  With  few  exceptions 
words  used  as  prepositions,  conjunctions,  interjections,  and  pronouns, 
unlike  words  used  as  adverbs,  verbs,  and  nouns,  do  not  change  their 
classification. 

To  introduce  the  prepositions  in  and  at. 

Write  upon  the  board  the  sentence,  The  girls  in  the  yard  jump  rope.  Do 
not  ask  the  pupils  to  analyze  the  sentence.  They  have  not  yet  learned 
phrases.  Merely  call  their  attention  to  the  word  in.  Tell  them  it  is  called 
a  preposition,  and  teach  the  spelling  of  "preposition."  Tell  them  also  that 
the  noun  yard,  which  comes  after  it,  is  the  object  of  the  preposition  in. 
Then  ask  volunteers  to  find  a  preposition  in  the  second  sentence.  Ask  what 
is  the  object  of  the  preposition  in?  Ask  the  question  in  this  form  because 
we  wish  to  familiarize  the  pupils  with  the  language  form  "object  of  the 
preposition ." 

Treat  sentences  in  this  way  until  understood,  and  finally  vary  your 
questions,  asking,  * '  What  is  the  preposition  in  the  sixth  sentence  ? "  "  What 
is  'desk'?"  (Expect  the  answer,  "The  noun  desk  is  the  object  of  the 
preposition  in.")     Drill  in  this  manner  by  the  use  of  the  ensuing  exercise 

until  you  teach  the  language  form  " is  a  preposition,  having  for  its 

object  the  noun  . " 

1.  The  girls  in  the  yard  jump  rope.  2.  The  boy  in  the  blue  suit  sells 
papers.  3.  The  parrot  in  the  cage  wants  a  cracker.  4.  The  man  in  the  store 
sells  oranges.  5.  The  cat  jumped  at  the  bird  in  the  cage.  6.  We  bought 
the  candy  in  the  store  at  the  station.  7.  The  grocer  delivered  the  apples 
at  the  house.  8.  He  sold  fruit  in  boxes.  9.  The  horse  stopped  at  the 
barn.     10.  The  lion  in  the  cage  roared  at  the  children. 

Exercise  22. 

To  introduce  the  prepositions  into,  on,  and  over. 

Drill  especially  on  the  language  form  of  prepositions,  but  also  analyze 
the  sentences  and  question  in  review  concerning  the  adverbs  and  adjectives. 
Do  not  use  term  phrase,  but  require  the  pupils  to  tell  the  modifiers  of  the 
object  ^f  the  proposition.  (29) 


For  seat  work,  assign  the  task  of  picking  out*a  few  prepositions,  with 
their  objects,  and  of  writing  the  language  form.  If  there  is  time,  require 
the  pupils  to  make  two  columns.  The  first  should  be  headed  * '  Prepositions, ' ' 
and  the  other  "Objects  of  Prepositions."  Let  them  write  under  these  head- 
ings all  the  words  in  the  lesson  properly  belonging  under  them. 

The  adjective  the  becomes  by  necessity  so  often  repeated  that  drill  upon 
it  becomes  overdone.  It  is  desirable  never  to  question  concerning  it,  and 
teach  pupils  the  habit  of  omitting  reference  to  it,  as  otherwise  much  recita- 
tion time  is  purely  wasted. 

1.  The  swimmer  suddenly  jumped  into  the  water.  2.  We  cautiously 
walked  into  the  gloomy  cave.  3.  He  wants  that  book  on  the  table.  4.  Many 
frightened  passengers  on  the  ship  behaved  foolishly.  5.  The  cow  jumped 
over  the  moon.  6.  The  boys  threw  the  ball  over  the  fence.  7.  The  boy  fell 
into  the  water  quite  accidentally.  8.  A  pilot  then  came  to  the  ship.  9.  The 
army  secretly  crossed  over  the  river  in  boats  at  night.  10,  We  looked  into 
the  shop  windows. 

Exercise  23. 

To  introduce  the  prepositions  hy,  to,  and  of ;  review  of  previous  prepositions 
and  also  of  pronouns. 
For  the  oral  recitation,  follow  the  directions  for  Exercise  22.  For  seat 
work,  in  addition  to  requirements  similar  to  those  for  Exercise  22,  direct  the 
pupils  to  make  separate  columns  of  pronouns  and  prepositions  selected  from 
the  following  list  of  words: 

then,  at,  you,  by,  into,  too,  she,  they,  to,  in,  I,  quite,  some,  he, 
him,  over,  every,  at,  on,  all,  we,  us,  of,  no,  any,  her,  very,  me. 

1.  An  old  mill  stood  by  the  river.  2.  They  came  by  the  rough  wagon 
road.  3.  This  kitten  recently  came  to  us.  4.  The  squirrel  climbed  to  the 
top  of  the  tree.  5,  I  called  the  dog  to  me,  6.  We  finally  discovered  the 
cause  of  the  delay.  7,  The  hunter  shot  at  them,  8,  He  sent  the  letter  to 
her  by  a  messenger.  9.  You  told  the  truth  of  the  unfortunate  affair. 
10.  She  threw  a  stone  over  the  fence  at  the  barking  dog.  11.  It  drove  him 
into  the  barn. 

Exercise  24. 

To  introduce  the  prepositions  with,  from,  and  for. 

Proceed  as  in  Exercise  22. 

For  seat  work,  if  the  language  form  is  now  learned,  require  pupils  to 
make  a  list  of  all  prepositions  found  in  Exercises  21,  22,  23,  and  24,  placing 
the  number  of  the  sentence  before  each. 

The  term  "prepositional  phrase"  may  be  introduced  with  this  lesson, 
for  the  pupils  should  now  be  familiar  with  the  preposition  itself  and  its 
object.  Teach  that  a  prepositional  phrase  always  begins  with  a  preposition, 
contains  an  object,  and  may  also  contain  modifiers  of  this  object.  In  the 
first  sentence  the  following  should  be  the  form:  ''Came  tells  what  is  done. 
Therefore,  came  is  the  predicate.  Who  came?  He.  Therefore,  he  is  the 
subject.     He  came  what?     There  is  no  answer.     Therefore,  there  is  no 

(30) 


complement.    With  us  is  a  prepositional  phrase,  introduced  by  the  preposi- 
tion with,  and  having  for  its  object  the  pronoun  us." 

1.  He  came  with  us.  2.  She  asked  for  you.  3.  We  rode  with  them  into 
the  country.  4.  They  returned  for  it.  5.  He  hastened  to  her  at  the  cry 
of  danger.  6.  I  carried  him  from  the  burning  building.  7.  The  army 
escaped  from  the  dangerous  ambuscade  with  very  slight  loss.  8.  They 
stopped  for  lunch  at  the  quaint  hotel  in  the  village.  9.  The  messenger 
brought  a  letter  from  the  general  to  the  colonel. 

Exercise  25. 

To  introduce  the  prepositions  behind,  among,  through,  near,  before,  after, 
between,  under,  toward,  up,  down,  and  above. 
Proceed  as  in  Exercise  24,  reviewing  use  of  the  term  "phrase." 
For  seat  work,  require  in  written  form  two  columns,   one  containing 

prepositions,  and  the  other  objects  taken  from  all  sentences  treated  orally. 

1.  The  pencil  lies  behind  the  book.  2.  The  house  stood  among  the  trees. 
3.  The  children  looked  through  the  telescope.  4.  We  live  near  the  church. 
5.  The  pupils  arrived  at  school  before  noon.  6.  The  boys  generally  play 
ball  after  school.  7.  A  modest  violet  grew  in  the  garden  among  the  daisies. 
8.  The  father  built  a  swing  between  two  trees.  9.  The  tramp  asked  for 
food.  10.  Swallows  usually  build  nests  under  the  eaves  of  houses.  11.  The 
horse  ran  toward  the  barn.  12.  Jack  went  up  the  hill.  13.  The  boat  floated 
noiselessly  down  the  river.  14.  The  bird  flew  above  the  hunters  across  the 
river.     15.  The  rat  ran  under  the  barn. 

Exercise  26. 

To  review  prepositions  hitherto  introduced. 
Drill  especially  upon  the  term  "prepositional  phrase." 
For  seat  work,  require  separate  columns  of  the  prepositions  and  pronouns 
selected  from  the  following  list: 

behind,  me,  all,  too,- near,  good,  among,  I,  this,  that,  before, 
every,  between,  then,  us,  up,  we,  this,  under,  any,  you,  no, 
ask,  down,  after,  them,  above,  good,  run,  toward,  sit,  they, 
jump,  with,  girl,  from,  her,  for,  boy,  he,  man,  in,  to,  and, 
him,  come,  on,  went,  by,  she,  a,  of,  it,  an,  the,  over,  old,  said, 
into,  baby,  at. 
It  is  not  necessary  that  pupils  should  be  able  to  recite  prepositions  from 
memory,  but  they  should  know  these  words  when  they  see  them. 
Do  not  forget  the  review  of  office. 

1.  She  lives  in  that  house  with  the  tall  chimneys.  2.  The  boy  stood  on 
the  burning  deck.  3.  This  little  girl  sang  for  us.  4.  The  teacher  sat 
behind  the  desk.  5.  We  found  those  strawberries  among  some  weeds  on 
the  hill.  6.  Birds  fly  through  the  air.  7.  Many  pupils  easily  write  well  in 
copybooks.  8.  The  copybooks  of  a  few  pupils  show  extreme  care.  9.  Mary 
played  with  the  other  children  after  supper.  10.  They  came  promptly  at 
the  appointed  hour.    11.  The  hives  of  these  bees  stand  under  the  apple  tree 

(31) 


near  the  barn.  12.  The  rabbit  hopped  over  the  fence  into  the  briar  patch. 
13.  John  told  the  exact  truth  about  the  matter.  14.  He  thanked  her 
for  it.  15.  We  sent  the  present  to  them  by  mail.  16.  I  received  the  gift 
from  him  before  Christmas.  17.  The  dog  ran  joyously  down  the  road 
toward  me.  18.  The  steamer  paddled  up  the  river.  19.  The  stars  twinkle 
above  us.    20.  You  fell  down  stairs. 

Exercise  27. 

This  exercise  introduces  the  formula  for  the  construction  of  the  various 
words  in  the  sentence. 

The  formula,  which  includes  two  things,  part  of  speech  and  office,  has 

really  been  given  when  the  pupil  has  said :  The  noun is  object  of  the 

preposition  . 

Now,  we  shall  call  for  the  construction  of  any  word,  expecting  as  an 
answer : 

^        (    noun        )  .  (subject  )    ■     .. 

The    {  }  IS  the     <  ,         ^  >  m  the  sentence. 

i    pronoun  ^  i  complement  ^ 

The  verb is  the  predicate. 

The  adjective —  modifies  the  noun . 

The  adverb modifies  the  verb  — . 

The  adverb modifies  the  adjective . 

The  adverb modifies  the  adverb . 


Treatment  of  the  Text,  Pages  49  to  93  (Part  II). 

The  text  in  these  pages  is  especially  impossible  from  a  teaching  stand- 
point. The  author  has  most  unfortunately  inserted,  after  having  taught 
subject,  predicate,  and  parts  of  speech,  a  number  of  confusing  exceptions 
to  usual  constructions.  We  should,  and  must,  first  thoroughly  accustom 
.  pupils  to  common  and  usual  constructions  before  we  undertake  by  contrast 
to  make  occasional  exceptions,  such  as  factitive  complements,  indirect 
objects,  etc.,  comprehensible.  Similarly,  participial  and  infinitive  construc- 
tions must  not  precede  a  thorough  treatment  of  the  conjugation  of  the  verb. 
The  Course  of  Study  will  omit  factitive  complements  and  indirect  objects 
until  the  end,  and  will  insert  them  in  a  chapter  devoted  to  special 
constructions. 

Upon  pages  49  to  50  the  distinction  between  complete  and  incomplete 
predication  is  unnecessary  pedantry  and  should  be  omitted.  Upon  page  51 
the  attribute  complement  can  not  be  understood  by  pupils  by  means  of  an 
abstract  definition,  and  its  treatment  must  be  deferred  until  after  the 
conjugation  of  the  verb  he  is  learned.  The  same  fact  is  true  of  copulative 
verbs,  and  the  learning  of  this  term  is  quite  unnecessary.  Factitive  comple- 
ments, indirect  objects,  infinitives,  and  participles  have  already  been 
discussed,  and  for  the  reasons  stated  should  be  omitted  for  the  present. 
The  remainder  of  the  chapter  plunges  the  pupil  into  hopelessly  abstruse 
constructions  without  any  reason  at  this  juncture.  All  should  be  postponed 
until  pupils  can  learn  the  simple  and  common  constructions  of  the  language. 

(32) 


CHART  I. 

CONJUGATION  OF  THE  VLRB-SLL. 


Present  Form. 
see 


PRINCIPAL  PART5. 

Past  Form. 
saw 

Indicative  Mode — Active  Voice. 
Present  Tense. 


Past  Participle. 
seen 


Singular  Number. 
First  Person.        I  see. 
Second  Person.     You  see. 
Third  Person.      sees. 


Plural  Number. 
First  Person.        We  see. 
Second  Person.     You  see. 
Third  Person.      see. 


First  Person. 
Second  Person. 
Third  Person. 


First  Person. 
Second  Person. 
Third  Person. 


First  Person. 
Second  Person. 
Third  Person. 


I  saw. 
You  saw. 
saw. 


I  shall  see. 
You  will  see. 
will  see. 


Past  Tense. 

First  Person. 
Second  Person. 
Third  Person. 

Future  Tense. 

First  Person. 
Second  Person. 
Third  Person. 


I  have  seen. 
You  have  seen. 
has  seen. 


Present  Perfect  Tense. 

First  Person. 
Second  Person. 
Third  Person. 


Past  Perfect  Tense. 
First  Person.        I  had  seen.  First  Person. 


Second  Person. 
Third  Person. 


First  Person. 
Second  Person. 
Third  Person. 
3— G 


You  had  seen. 
had  seen. 


Second  Person. 
Third  Person. 


Future  Perfect  Tense. 

I  shall  have  seen.       First  Person. 
You  will  have  seen.     Second  Person. 

will  have  seen.   Third  Person. 

(33) 


We  saw. 
You  saw. 
saw. 


We  shall  see. 
You  will  see. 
will  see. 


We  have  seen. 
You  have  seen. 
have  seen. 


We  had  seen. 
You  had  seen. 
had  seen. 


We  shall  have  seen. 
You  will  have  seen. 
will  have  seen. 


Exercise  27a. 

To  teach  the  conjugation  of  a  verb — -first  step. 

Our  first  step  in  teaching  verbs  is  to  train  the  ability  to  read,  pronounce, 
and  spell  the  new  terms  used  in  the  conjugation  form — conjugation,  prin- 
cipal parts,  present,  past,  indicative,  mode,  tense,  person,  perfect,  singular, 
plural,  and  such  others  which  may  prove  stumbling  blocks.  Copy  the  first 
chart  upon  the  board,  and  with  the  pointer  pronounce  each,  and  have  the 
class  in  concert,  and  as  individuals,  pronounce  them  after  you.  Read  in 
this  way  the  entire  chart  and  incorporate  the  words  in  a  spelling  lesson. 
For  a  written  lesson,  require  the  class  to  copy  the  chart,  either  from  the 
appendix  or  board,  or  such  portion  of  it  as  time  may  permit. 

Caution:  In  copying  the  chart  upon  the  board,  or  in  the  copies  which 
pupils  make,  be  careful  that  the  exact  form  is  preserved ;  do  not  cut  it  into 
two  columns  or  permit  any  change  in  the  arrangement.  One  central  purpose 
is  to  be  established  in  the  pupil's  mind — a  mental  picture  of  the  chart,  and 
if  there  is  any  change  in  the  arrangement  it  will  lead  to  confused  and  foggy 
images. 

Give  every  day  the  cumulative  review,  and  use  for  a  part  of  the  written 
and  oral  work  a  few  sentences  from  Exercise  27  (1  and  2). 

Exercise  27(1). 

1.  The  wind  frequently  blows  from  the  south  in  winter.  2.  The  whistles 
blew  promptly  at  noon.  3.  The  strong  wind  has  blown  off  the  church  spire. 
4.  The  school  bell  rang  for  the  dismissal  of  the  pupils.  5.  The  monitor 
has  rung  the  bell.  6.  I  shall  ring  the  bell  at  the  proper  time.  7.  We  shall 
go  with  you  to  the  city  to-morroAV.  8.  The  painters  had  "suddenly  fallen 
from  the  high  building.  9.  He  fell  into  the  water  by  accident.  10.  The 
waves  broke  over  the  disabled  ship.  11.  The  ripe  apples  have  fallen  to  the 
ground.  12.  You  will  fall  upon  that  hard  ground.  13.  The  boy  has  broken 
the  window  with  a  stone.  14.  That  boy  wrote  the  composition  after  school. 
15.  She  has  written  three  letters  during  the  day  to  friends  at  home.  16.  I 
shall  have  written  all  the  letters  by  dinner  time.  17.  She  will  tear  the 
dress  upon  that  nail.  18.  The  dog  has  broken  the  chain.  19.  The  violent 
gale  tore  the  sail  into  strips.  20.  We  went  through  the  tunnel  at  night. 
21.  He  had  gone  before  the  arrival  of  the  visitors.  22.  Who  goes  there? 
23.  The  monkey  does  that  trick  quite  often.  24.  He  did  it  yesterday. 
25.  We  have  finally  done  the  work  without  difficulty. 

Exercise  27(2). 

1.  I  now  see  the  mistake  in  the  example.  2.  You  see  the  snow  on  the 
mountains.  3.  He  sees  quite  distinctly  through  the  new  spectacles.  4.  I 
saw  him  yesterday.  5.  We  shall  see  her  to-morrow.  6.  She  has  seen  me  at 
school.  7.  They  had  seen  us  before.  8.  The  children  will  have  seen  the 
entire  procession  by  noon.  9.  John  has  seen  it.  10.  They  have  seen  the 
moon  through  a  telescope.  11.  The  rats  had  already  eaten  into  the  cheese. 
12.  The  old  rosebush  grew  over  the  wall.  13.  We  shall  eat  sandwiches  for 
lunch.     14.  The  horse  has  eaten  the  leaves  of  the  tree.     15.  The  dog  will 

(34) 


f    ' 


not  eat  sociablj^  with  the  cat.  16.  That  ivy  vine  has  grown  from  the  foot 
of  the  wall  to  the  roof  of  the  house.  17.  This  pretty  flower  grows  by  the 
roadside.  18.  The  dog  ate  the  meat  on  a  plate.  19.  Flowers  will  not  grow 
in  very  dry  soil.    20.  Very  hungry  wolves  have  eaten  men. 

Exercise  27b. 

To  teach  the  conjugation — second  step. 

After  the  terms  used  in  the  conjugation  are  mastered,  we  are  ready  to 
take  the  second  step.  This  is  to  comprehend,  in  a  limited  way,  what  the 
relation  of  the  parts  of  the  chart  are  to  each  other — that  there  are  four 
principal  parts  to  the  verb;  that  all  the  forms  upon  Chart  I  underneath 
"Indicative  Mode"  belong  to  this  mode;  that  the  indicative  mode  has  six 
tenses;  that  each  tense  has  two  numbers,  and  each  number  three  persons, 
etc.  As  an  introduction  to  the  study,  the  teacher  should  make  the  explana- 
tions from  the  copy  upon  the  board,  getting  as  much  as  possible  from 
questioning.  Send  individual  pupils  later  to  the  board  and  require  them  to 
point  out  the  principal  parts,  to  count  them,  name  them,  to  point  out  the 
indicative  mode  (requiring  the  pointer  to  pass  over  the  entire  mode,  not 
simply  the  name),  to  point  out  individual  tenses  as  called  for,  and  finally 
any  person,  number,  and  tense,  etc.  The  purpose  is  to  fix  a  clear  image 
of  the  chart  and  its  various  parts.  Drill  upon  this  exercise  until  there  is 
the  utmost  readiness  in  finding  any  part  called  for. 

For  written  work,  require  copying  of  the  chart  as  in  Exercise  27,  and 
be  careful  to  look  over  the  papers  in  order  to  weed  out  any  errors  of 
spelling.    ^ 

However,  do  not  spend  too  many  lessons  upon  this  exercise.  We  do  not 
require  at  this  time  that  the  pupils  shall  reduce  the  chart  to  perfect  memory, 
but  simply  to  acquire  a  readiness  in  finding  the  various  parts. 

Exercise  27c. 

To  teach  the  conjugation — third  step.  C""^      ^ 

Our  third  step  is  the  realization  that  this  chart  may  be  adapted  to  all 
verbs  provided  we  know  the  principal  parts.  We  shall  do  this  by  teaching 
the  pupils  to  construct,  the  principal  part  being  given,  the  conjugation  of 
other  verbs.  The  verbs  of  the  first  series  are  similar  in  conjugation  form  to 
that  of  see;  i.  e.,  their  past  forms  and  past  participles  are  not  identical. 

Erase  from  the  chart  upon  the  board  all  the  forms  of  see,  leaving  merely 
the  skeleton.  Have  the  pupils  look  at  the  conjugation  of  see.  (If  classes 
are  not  provided  individually  with  the  appendix  in  separate  binding,  the 
teacher,  instead  of  making  a  skeleton  by  erasing  the  forms  of  see  from  the 
board  chart,  should  write  a  skeleton  by  the  side  of  it.)  If  this  oral  lesson 
is  effective,  the  class  may  be  assigned,  as  written  work,  the  task  of  writing 
the  conjugation  of  another  word,  the  principal  parts  being  given  them,  with 
the  conjugation  of  see  before  them  as  a  model. 

Several  lessons  will  be  necessary  and  profitable  for  this  exercise,  and  we 
must  take  time  for  review.    Exercise  27(1)  furnishes  a  review  of  pronouns, 

(35) 


adverbs,  adjectives,  prepositions,  and  prepositional  phrases,  A  few  sen- 
tences should  be  given  daily  to  review  analysis  and  the  language  forms  of 
the  parts  of  speech,  even  at  the  cost  of  advance  progress.  Exercise  27(2) 
also  contains  see  in  all  tenses,  and  some  additional  drill  with  eat  and  grow. 
Write  the  principal  parts  of  another  verb  from  Series  1,  for  example,  eat, 
in  the  proper  place  in  the  skeleton  chart.  Then  ask  the  pupils  to  look  at  the 
present  tense  of  the  verb  see  and  tell  you  which  of  the  principal  parts  is 
there  used.  Upon  receiving  the  answer,  "the  present  form,"  tell  them  we 
must  use,  therefore,  the  present  form  of  eat  in  the  present  tense,  and 
proceed  to  fill  out  the  vacant  spaces,  receiving  as  much  help  as  possible 
from  the  class.  Note  and  impress  the  fact  that  in  the  third  person  singular 
**s"  is  added  to  the  present  form.  Proceed  in  this  manner  to  fill  out  the 
entire  skeleton,  training  the  habit  in  the  pupils  to  determine  which  of  the 
principal  parts  is  used  in  a  given  tense  by  reference  to  the  conjugation  of 
the  verb  see.  Note  and  impress  as  you  proceed,  the  words  or  letter  which 
we  shall  call  "helpers" — s,  shall,  will,  have,  has,  had,  shall  have,  and 
will  have. 


Verbs  in  Series  1 — Principal  Parts. 


Present  form. 

Past  form. 

Past  participle. 

eat 

ate 

eaten 

grow 

grew 

grown 

ring 

rang 

rung 

blow 

blew 

blown 

fall 

fell 

fallen 

break 

broke 

broken 

tear 

tore 

torn 

write 

wrote 

written 

go 

went 

gone 

do 

did 
Exercise  27d. 

done 

After  pupils  have  written  conjugations  from  the  model  with  a  fair 
comprehension  of  the  construction,  the  various  signs  or  helpers  should  be 
thoroughly  memorized,  so  that  by  then  any  construction  may  be  instantly 
recognized.  In  an  oral  way  first,  have  the  pupils,  with  the  chart  before 
them,  point  out  the  helpers  of  the  several  tenses.  As  a  written  lesson, 
require  them  to  write  these,  first  giving  them  in  a  column  all  the  helpers. 
The  result  should  be  something  as  follows : 

s,  first  person,  singular,  present  tense,  indicative  mode. 

shall,  first  person,  singular  and  plural,  future  tense,  indicative 

mode. 
will,  second  and  third  persons,  singular  and  plural,   future 

tense,  indicative  mode. 
has^  third  person,  singular,  present  perfect  tense,  indicative 

mode. 

(36) 


have,  first  and  second  persons,  singular  and  plural  numbers, 

present  perfect  tense,  indicative  mode. 
had,  first  and  second  persons,  singular  and  plural  numbers, 

past  perfect  tense,  indicative  mode. 
shall  have,  first  person,  singular  and  plural  numbers,  future  perfect 

tense. 
will  have,    second  and  third  persons,  singular  and  plural  numbers, 

future  perfect  tense. 

Exercise  27e. 

The  complete  chart  should  now  be  ready  for  memorizing.  If  these 
exercises  have  been  followed,  the  majority  of  the  pupils  will  now  have  a 
fairly  clear  visual  image  of  the  chart.  Extra  drill  and  review  will  further 
fix  it.  There  should  be  constantly  recurrent  oral  recitation  of  the  chart. 
The  following  devices  of  written  work  may  be  used :  Name  the  tenses  of  the 
indicative  mode  in  their  order.  In  what  tense  do  you  find  the  present 
form?  The  past  form?  The  past  participle?  Name  each  of  the  helpers. 
What  entire  tense  has  no  helper?    Write  a  skeleton  of  Chart  I. 

Erase  the  helpers  from  the  skeleton  diagram,  and  require  pupils  to 
replace  them.  Write  the  helpers  (s,  shall,  will,  have,  has,  had,  shall  have, 
and  will  have)  in  a  column,  and  out  of  their  regular  order.  Point  to  each, 
asking  for  the  tense.  Train  for  ready,  snappy  answers.  Also,  write  in 
columns  the  helpers,  together  with  the  parts  of  the  verb,  and  in  the  same 
way  have  a  quick  drill  upon  the  question  of  tense,  e.  g.,  has  gone,  shall  eat, 
blows,  grew,  will  have  seen,  had  broken,  fell,  have  fallen,  has  torn,  will  have, 
rang,  had  eaten,  ate,  will  write,  have  grown,  shall  have  grown,  shall  have 
done,  etc. 

Do  not  neglect  review  of  analysis  and  parts  of  speech,  using  Exercise  27 
(land  2). 

Use  the  cumulative  review  questions  1-21. 


Exercise  27f. 

The  principal  parts  of  all  verbs  must  be  memorized,  and  we  may  now, 
commence  with  those  of  Series  1.  Either  time  must  be  given  from  the  school 
or  the  lesson  may  be  assigned  as  home  work.  As  a  written  lesson,  the  class 
should  be  required  to  write  these  principal  parts  from  memory.  Sentences 
from  Exercise  27(2),  using  forms  of  see,  may  be  used  requiring  pupils  to 
tell  what  person,  number,  tense,  and  mode  each  form  represents. 


(37) 


CHART  II. 

Infinitives. 
to  see. 
to  have  seen. 

Participles. 
Present,     seeing. 
Past.         seen. 
Perfect,     having  seen. 

IMPERATIVE  MODE. 

Singular  Number.  Plural  Number. 

Second  Person.     (You)  See.  Second  Person.     (You)  See. 


First  Person. 
Second  Person. 
Third  Person. 


SUBJUNCTIVE  MODE. 


(If)  I  see. 
(If)  you  see. 
(If)  see. 


First  Person. 
Second  Person. 
Third  Person. 


(If)  we  see. 
(If)  you  see. 
(If) see. 


POTENTIAL  MODE. 

Using  may,  can,  must,  might,  could,  would,  or  should  as  helpers. 


First  Person. 
Second  Person. 
Third  Person. 


You 


see. 
—  see. 
see. 


First  Person. 
Second  Person. 
Third  Person. 


We  - 
You 


see. 

-  see. 

-  see. 


Using  may  have,  can  have,  must  have,  might  have,  could  have,  would 


have,  or  should  have  as  helpers. 

First  Person.        I seen.  First  Person. 

Second  Person.     You seen.  Second  Person. 

Third  Person. seen.  Third  Person. 


We  - 
You 


seen, 
-seen, 
-seen. 


First  Person. 
Second  Person. 
Third  Person. 

First  Person. 
Second  Person. 
Third  Person. 


EMPHATIC  FORM. 

Present  Tense. 


I  do  see. 
You  d(^  see. 


does  see. 


I  did  see. 
You  did  see. 
did  see. 


First  Person. 
Second  Person. 
Third  Person. 

Past  Tense. 

First  Person. 
Second  Person. 
Third  Person. 
(88) 


We  do  see. 
You  do  see. 
do  see. 

We  did  see. 
You  did  see. 
did  see. 


Exercise  27g. 

We  may  take  up  Chart  II  as  soon  as  pupils  have  completed  the 
memorizing  stage  in  learning  Chart  I.  It  should  be  studied  in  the  same 
steps  as  in  Chart  I,  though  perhaps  more  rapidly.  These  steps  (see  Exer- 
cises 27a  to  21  e)  were:  (1)  to  learn  the  pronunciations  and  spelling  of  the 
new  terms ;  (2)  to  understand  the  relationship  of  the  parts ;  (3)  to  construct 
similar  forms  with  other  verbs,  using  this  conjugation  as  a  model;  (4)  the 
memorizing  of  the  chart  as  a  visual  image. 

The  points  with  which  you  will  have  the  greatest  difficulty,  and  which 
therefore  require  special  drill,  are  as  follows :  to  remember  the  forms  of  the 
two  infinitives  and  three  participles;  to  distinguish  the  present  infinitive 
from  a  prepositional  phrase;  to  recognize  that  the  only  difference  between 
the  subjunctive  mode  and  the  present  tense  of  the  indicative  mode  consists 
of  the  omission  of  the  s  in  the  third  person  of  the  former.  In  order  to  avoid 
the  confusion  of  the  present  infinitive  with  the  prepositional  phrase,  drill  on 
the  explanation  that  in  the  infinitive  to  is  always  followed  by  a  verb,  while 
in  a  phrase  to  is  followed  by  a  noun  or  a  pronoun.  Do  not  permit  the  pupils 
to  call  the  to  of  the  infinitive  a  preposition,  or  still  worse,  the  infinitive; 
teach  them  that  it  is  the  helper  or  sign. 

Have  the  helpers  of  the  subjunctive  mode  memorized  at  once. 

Exercise  27h. 

Review:  For  each  lesson  some  device  for  reviewing  Chart  I  must  be 
employed.  Some  one  of  the  devices  mentioned  in  Exercise  27e  will  serve 
the  purpose.  Use,  as  in  the  following  list,  by  requiring  pupils  to  write  the 
words  in  a  column  and  after  each  to  write  the  form  which  it  is,  thus : 

broken — past  participle  of  break, 
ate       — past  form  of  eat. 

Use  Exercise  27(2)  as  a  drill  in  ready  recognition  of  the  forms  of  the 
special  verbs  of  which  the  principal  parts  have  been  given : 

broken  blew  tore       . 

do  '  tear  »  grow 

ate  grown  wrote 

fallen  break  ^  gone  ^ 

go^  fell^  ring  ' 

grew  eat'  ^  written^ 

blown  broke  went/^ 

rang  '^  done  y  fall  ' 

break  write 


rung 


^  gone v 


Exercise  28. 

This  exercise  may  be  used  for  review  of  analysis  before  Exercise  27  is 
completed,  inasmuch  as  the  pupils  must  not  be  permitted  to  drop  analysis 
work  altogether  while  studying  the  conjugations. 

(39) 


1.  The  horse  ate  the  lump  of  sugar  from  the  hand  of  the  little  girl. 
2.  You  have  cheerfully  done  a  great  kindness,  3.  A  rosebush  grew  by  the 
side  of  the  gate.  4.  It  has  grown  very  rapidly.  5.  She  had  suddenly  gone 
to  the  city.  6.  We  went  over  the  hill  into  a  very  pretty  valley.  7,  During 
the  night  the  wind  tore  the  yacht  from  the  moorings.  8.  By  that  time  I 
shall  have  written  the  letter.  9.  Those  ripe  apples  have  fallen  from  the 
tree.  10.  He  will  probably  go  for  the  mail  at  an  early  hour.  11.  The 
puppy  has  seriously  torn  the  dress  of  the  little  girl.  12.  The  whistle 
promptly  blew  a  shrill  blast  at  the  moment  of  the  accident.  13.  David  has 
rung  the  bell.  14.  A  sudden  gust  of  wind  blew  the  sail  from  the  mast. 
15.  A  pistol  shot  rang  out  sharply  in  the  still  night.  16.  That  rope  will 
surely  break  under  so  severe  a  strain.  17.  Some  seed  fell  by  the  wayside. 
18.  I  did  it.    19.  You  have  done  it.    20.  Who  goes  there? 


Exercise  29. 

The  verbs  given  in  this  list,  together  with  those  given  in  Exercise  27, 
comprise  those  in  the  use  of  which  errors  most  commonly  occur.  Conse- 
quently, we  need  to  drill  upon  the  forms  with  thoroughness,  especially  those 
most  frequently  the  basis  of  error : 

begun  for  began  have  gave  for  have  given 

have  broke  for  have  broken  lay  for  lie 

blowed  for  blew  ,  laid  for  lay 

growed  for  grew  have  laid  for  have  lain 

knowed  for  knew  *  loose  for  lose 

throwed  for  threw  have  rode  for  have  ridden 

drawed  for  drew  run  for  ran 

dumb  for  climb  set  for  sit 

come  for  came  have  swam  for  have  swum 

drunk  for  drank  have  wore  for  have  worn 

Assign  five  to  ten  to  be  memorized  for  each  lesson,  either  as  home  work 
or  as  seat  work.  Have  the  principal  parts  recited  orally,  and,  if  well 
learned,  later  have  them  given  in  written  form.  Give  considerable  driU 
each  day  upon  forming  the  conjugation  of  the  principal  parts,  especially 
in  those  parts  that  show  weakness — most  likely  infinitives  and  participles; 
drill  especially  upon  these,  and  when  the  pupils  seem  to  recognize  them 
readily,  pass  to  Exercise  30  for  sentence  work.  Give  daily  drills  upon 
recognition  of  helpers,  putting  the  signs  in  a  column,  and  requiring  the 
forms.  Exercise  29(2)  contains  the  principal  parts  in  indiscriminate 
order.  It  is  intended  that  this  should  be  copied  upon  the  board.  The 
teacher  calls  upon  a  pupil,  and  pointing  to  the  words,  rapidly  calls  for 
snappy  drill.  The  teacher  need  not  wait  until  all  the  verbs  are  given  to 
use  this  list,  but  she  should  construct  a  partial  list  from  whatever  portions 
have  been  taught.  Exercise  29(3)  contains  the  infinitives  and  participles; 
it  should  be  used  by  a  method  similar  to  that  of  Exercise  29(2). 

(40) 


Exercise  29(1). 

Verbs  in  Series  2 — Principal  Parts. 


Present  form. 

Past  form. 

Past  participle. 

begin 

began 

begun 

break 

broke 

broken 

blow 

blew 

blown 

grow 

grew" 

grown 

know 

knew 

known 

throw 

threw 

thrown 

fly 

flew 

flown 

draw 

drew 

drawn 

climb 

climbed 

climbed 

come 

came 

come 

drink 

drank 

drunk  or 
drank 

give 

gave 

given 

lay 

laid 

laid 

lie 

lay 

lain 

lose 

lost 

lost 

ride 

rode 

ridden 

run 

ran 

run 

set 

set 

set 

sit 

sat 

sat 

swim 

swam  or 
swum 

swum 

wear 

wore 

worn 

Exercise  29(2), 

lost 

lain 

thrown 

gave 

grew 

blew 

sat 

given 

set 

ridden 

swam 

known 

drank 

laid 

begun 

run 

drunk 

wore 

came 

broke 

grown 

sat 

come 

threw 

drew 

climbed 

knew 

worn 

flew 

blown 

laid 

drawn 

lay 

swum 

began 

broken 

rode 

flown 

set 

ran 

(41) 


to  give 

blowing 

worn 

to  have  laid 

ridden 

knowing 

having  sat 

to  set 

lost 

to  have  worn 

to  lose 

having  swum 

to  sit 

having  began 

drinking 


Exercise  29(3). 

coming 

begun 

growing 

to  lay 

broken 

to  have  known 

known 

climbing 

to  swim 

to  have  given 

to  wear 

having  broken 

to  begin 

having  come 

to  ride 


thrown 

flying 

to  have  grown 

to  lie 

having  laid 

throwing 

to  have  come 

having  drunk 

to  run 

having  lain 

drawing 

to  have  flown 

to  break 

drawn 

giving 


Exercise  30. 

This  exercise  should  be  begun  before  Exercise  29  is  wholly  finished,  in 
order  to  give  review  of  analysis.  For  a  full  lesson,  however,  simply  use  the 
exercise  as  one  from  which  to  discover  and  name  the  infinitives  and  to  give 
drills  upon  their  conjugation  forms. 

As  a  second  lesson  explain  that  infinitives  are  forms  of  the  verb,  but 
that  also  in  sentences  they  are  used  as  nouns  and  adjectives.  Exercise  30 
gives  only  illustrations  of  an  infinitive  filling  the  functions  of  a  noun. 
Have  the  sentences  analyzed,  and  if  the  pupils  follow  the  language  forms 
closely  they  should  discover  for  themselves  the  offices  which  the  infinitives 
hold.  Give  help  only  as  needed.  Insistently  make  clear  that  an  infinitive 
always  does  two  things — ^shows  action  and  is  used  where  a  noun  (name  of 
an  action)  or  modifier  (adjective  or  adverb)  can  be  used.  As  you  come  to 
the  constructions  teach  that  the  infinitive  may  have  an  object.  (Sen- 
tences 6,  7,  8,  and  9),  or  may  have  a  modifier  (Sentence  4)  which  must  be 
an  adverb  because  an  infinitive  is  a  verb. 

Difficulty  will  be  met  in  the  confusion  of  infinitives  with  prepositional 
phrases  introduced  by  to.  Teach  them  that  in  the  prepositional  phrase  the 
object  of  to  is  always  a  noun  or  pronoun,  while  in  the  infinitive  a  verb 
always  follows  the  sign  to.  Exercise  31  is  introduced  especially  as  a  drill 
to  explain  this  confusion  until  Exercise  32  is  reached. 

After  the  exercise  has  been  analyzed  another  lesson  may  be  given  upon 
the  diagram  forms  which  will  be  found  in  the  text,  pages  60  to  66. 

Language  form :  To shows  action  and  is  used  where  a can 

be  used.    Therefore,  to is  an  infinitive. 

1.  To  swim  gives  much  pleasure.  2.  The  child  asked  to  come.  3.  The 
horse  began  to  drink,  4.  To  lie  down  after  hard  work  gives  rest.  5.  He 
wanted  to  read  the  book.  6.  The  man  determined  to  swim  the  river.  7.  We 
had  just  begun  to  see  light.    8.  The  little  girl  wished  to  play  another  game. 

(42) 


9.  The  sailor  attempted  to  save  the  drowning  man.     10.  We  asked  the 
children  to  come. 

.   ^   .  .  -..^  Exercise  31. 

The  infinihve  as  a  modifier. 

As  a  first  lesson,  use  the  exercise  and  any  succeeding  ones  as  material  for 
drill  in  recognition  of  infinitives  as  modifiers.  Thus,  in  the  first  sentence, 
to  ring  the  bell  modifies  time,  telling  what  time. 

Constantly  use  Exercise  29  as  a  review  drill  upon  conjugation  forms. 

1.  The  time  to  ring  the  bell  had  come.  2.  The  determination  to  climb 
the  mountain  gave  new  hope  to  the  lost  travelers.  3.  The  child  ran  to 
overtake  the  mother.  4.  The  fox  ran  through  the  water  to  throw  the  dogs 
from  the  trail.  5.  The  cows  had  come  down  to  the  stream  to  drink.  6.  The 
best  place  to  fish  lies  over  the  mountain.  7.  To  throw  accurately  requires 
much  practice.  8.  The  visitors  have  climbed  to  the  top  of  the  mountain 
to  see  the  sunrise.  9.  She  wished  to  sit  in  the  shade.  10.  He  set  a  trap 
to  catch  mice.  11.  Traveling  offers  many  opportunities  to  increase 
knowledge.  12.  The  pupils  enjoy  singing.  13.  The  teacher  by  insisting 
upon  neatness  induced  the  pupils  to  write  legibly. 

Exercise  32. 

The  confusion  between  infinitives  and  prepositional  phrases  beginning 
with  to. 

(See  explanation  in  Exercise  30.) 

1.  Mary  has  gone  to  town  to  shop.  2.  The  boys  have  gone  to  the  river 
to  swim.  3.  She  calls  to  the  baby  to  take  care.  4.  We  wanted  to  go  to  the 
park.  5.  Bert  went  to  the  pantry  to  eat  pie.  6.  We  planned  to  go  to 
Chicago  this  summer.  7.  She  has  gone  to  the  store  to  buj'^  some  candy. 
8.  Kay  asked  to  go  to  the  circus. 


Exercise  33. 

Introduction  of  participles,  and  review  of  infinitives. 

A  participle,  as  an  infinitive,  is  a  form  of  the  verb  and  therefore  usually 
expresses  action,  but  it  also  performs  the  functions  of  either  an  adjective 
or  a  noun.  Impress  firmly  that  a  participle  has  always  two  functions.  If 
it  only  expressed  action,  it  would  be  simply  a  verb;  but  to  this  quality  is 
added  another,  either  that  of  a  noun  (name)  or  adjective  (modifier  of  a 
noun).  Exercise  33  offers  sentences  in  which  the  participle  plays  the  part 
of  a  noun  exclusively,  and  fills  the  office  of  subject,  complement,  and  object 
of  a  preposition.  Teach  that  participles  take  objects  and  may  have 
modifiers,  adjectives,  or  adverbs,  accordingly  as  the  participle  is  used  as  a 
noun  or  as  a  modifier. 

As  a  full  lesson  use  the  sentences  merely  as  drill  material  for  discovering 
by  the  form,  the  participles.  At  a  subsequent  lesson  proceed  to  analysis, 
the  recognition  of  the  parts  of  speech,  and  the  construction. 

(4S) 


Language  form : shows  action  and  is  used  where  a can  be 

used.     Therefore,  is  a  participle. 

1.  Singing  interested  the  children.  2,  Running  strengthens  the  muscles. 
3.  She  enjoys  riding.  4.  To  know  that  lesson  will  require  some  memoriz- 
ing. 5.  By  running  fast  John  determined  to  win  the  race.  6.  By  climbing 
the  tree  the  cat  escaped  from  the  dog.  7.  Cowboys  learn  to  throw  the  lasso. 
8.  We  sometimes  injure  a  man  by  praising  him.  9.  We  learn  to  do  by 
doing.    10.  Catching  a  ball  sometimes  breaks  fingers. 

Exercise  34. 

Participles  as  modifiers,  and  review  of  infinitives  and  participles  as  nouns. 

The  method  should  be  the  same  as  in  Exercise  33.  Diagramming  should 
be  introduced  to  slight  extent,  using  the  forms  of  the  text,  pages  62  to  66. 
Introduce  with  this  lesson  the  terms  "infinitive  phrase"  and  ** participial 
phrase."  Explain  that  there  are  three  kinds  of  phrases — prepositional, 
infinitive,  and  participial.  Each  is  named  from  the  word  which  begins  it; 
thus,  a  prepositional  phrase  is  introduced  by  a  preposition,  an  infinitive 
phrase  by  an  infinitive,  or  a  participial  phrase  by  a  participle.  An  infinitive 
or  a  participial  phrase  contains,  besides  the  infinitive  or  participle,  an  object 
(noun  or  pronoun)  with  or  without  a  modifier.  Make  clear  at  once  that  a 
participle  or  an  infinitive  in  itself  does  not  constitute  a  phrase.  Also,  by 
distinct  pronunciation  and  spelling  by  the  class,  avoid  the  confusion  of 
the  words  "participial"  and  "participle." 

In  beginning  phrases  have  the  children  use  the  following  (using  the  first 
sentence)  :  "Having  eaten  the  lamb"  is  a  phrase,  introduced  by  the 
participle  having  eaten.  Therefore,  it  is  a  participial  phrase.  Having  eaten 
what?  Lamb.  Therefore,  lamh  is  the  object.  The  points  out  the  word 
lamh.     Therefore,  the  is  an  adjective." 

Later  drop  this  form,  and  have  the  children  say:  "Having  eaten  the 
lamb"  is  a  participial  phrase,  introduced  by  the  participle  having  eaten, 
having  for  its  object  the  noun  lamb. 

1.  The  king,  sitting  upon  a  high  throne,  wore  a  crown  sparkling  with 
diamonds.  2.  The  ojBficer,  riding  a  white  horse,  gave  the  signal  to  advance. 
3.  We  saw  some  cows  drinking  from  the  river.  4.  He  cut  the  grass  growing 
by  the  roadside.  5.  Drawing  the  sword,  the  captain  plunged  into  the  thick 
of  battle.  6.  They  lay  do^Ti  to  sleep,  completely  worn  out  by  the  labor. 
7.  The  child,  beginning  to  tire  of  the  toys,  now  wanted  to  blow  soap 
bubbles.  8.  Having  climbed  the  cliff,  we  came  to  a  level  plain  reaching 
back  to  the  forest.    9.  Lost  in  the  woods,  the  babes  had  lain  down  to  sleep. 

10.  The  sick  child  having  drunk  the  refreshing  medicine  soon   sat  up. 

11.  Little  babies  beginning  to  talk  frequently  say  amusing  things.    12.  The 
wind  now  blowing  a  perfect  gale  began  to  tear  away  the  sails. 


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I 


Exercise  35. 

General  review  of  infinitives  and  participles. 

Use  as  many  or  as  few  sentences  as  the  class  seem  to  require. 

1.  Having  eaten  the  lamb  the  lion  lay  down  to  sleep.  2.  The  squirrel 
having  torn  off  the  shell  climbed  the  tree  to  eat  the  nut  in  safety.  3.  Know- 
ing the  habits  of  the  animal  the  trapper  lay  in  wait  to  catch  him.  4.  Bent 
with  age  the  man  tried  to  cross  the  street.  5.  He  did  not  care  for  swimming. 
6.  Giving  alms  indiscriminately  frequently  does  injury.  7.  A  workman, 
helping  to  build  a  new  house,  saw  the  driver  of  a  large  wagon  trying  to 
back  the  horses  into  the  yard.  8.  Living  in  a  large  city  offers  many 
opportunities  to  see  wonderful  things.  9.  The  carrier  having  distributed 
the  letters  went  back  to  the  office  to  obtain  another  load.  10.  To  cross  a 
railroad  track  in  front  of  a  moving  train  invites  the  losing  of  life. 

Exercise  36. 
The  imperative  and  potential  modes. 

Before  taking  up  the  sentences,  the  pupils  should  have  reached  a  state  of 
ready  recognition  of  the  forms  by  means  of  their  signs.  The  potential 
signs  should  have  been  memorized.  As  a  first  lesson  use  the  sentences 
merely  for  recognition  drill.  As  a  second  lesson  enter  upon  analysis.  All 
verbs  which  belong  to  the  lists  given  should  be  suggestions  for  review  drills 
upon  their  conjugation ;  much  of  this  can  be  given  in  written  lessons.  The 
exercise  also  contains  infinitives  and  participles,  and  each  should  be  made 
the  opportunity  for  review  drills;  ask  all  the  participles  or  infinitives  of 
the  given  verb,  etc. 

1.  Drink  the  medicine.  2,  Run  into  the  yard.  3.  Come.  4.  You  may 
go  to  see  her.  5.  I  can  climb  that  tree  by  using  a  ladder.  6.  Eat  the  bread 
without  complaining.  7.  You  must  come  to  visit  us  soon.  8.  Having 
broken  the  window  carelessly  you  must  pay  for  it.  9.  You  may  wear  your 
new  hat  to-morrow.  10.  She  can  set  the  table  tastefully.  11.  Having  begun 
the  work  you  must  now  finish  it.  12.  Go  at  once  to  help  him.  13.  He 
might  lose  the  opportunity  by  staying  away.  14.  By  eating  candy  now 
you  might  not  have  an  appetite  for  dinner.  15.  I  could  easily  throw  the 
ball  to  you.  16.  At  the  signal  begin  to  sing.  17.  George  would  not  do 
anything  to  hurt  the  feelings  of  a  playmate.  18.  Swimming  would  give 
exercise.  19.  Write  the  sentence  without  looking  at  the  copy.  20.  I  can 
hear  the  singing  quite  plainly.  21.  Set  the  bowl  of  milk  upon  the  table 
without  spilling.  22.  Going  at  the  present  rate,  to  stop  too  quickly  might 
kill  us.    23.  You  may  go  to  see  him  now. 

Exercise  37. 

The  emphatic  and  compound  potential  forms;  and  review  of  infinitives  and 
participles. 
Treat  these  sentences  as  directed  in  Exercise  36. 

1.  I  did  not  tell  him  to  go.  2.  I  certainly  did  intend  to  come  promptly. 
3.  I  do  not  wish  you  to  do  that  again.     4.  You  could  finish  the  task  in 

(45) 


time  by  working  rapidly.  5,  Urging  him  at  that  time  would  have  no 
effect.  6.  He  does  not  wish  to  do  it.  7.  He  could  not  possibly  have  arrived 
at  this  time  by  walking.  8.  The  thief  must  have  entered  the  house  by 
climbing  through  a  window.  9.  Watering  the  plants  would  have  saved 
them  from  dying.  10.  We  do  hereby  grant  to  you  the  right  to  use  these 
grounds.  11.  She  should  have  returned  the  book  more  promptly.  12.  They 
did  really  come  after  all.  13.  Sit  down.  14.  He  might  at  least  have  askeJ 
the  privilege.  15.  They  might  have  put  out  the  fire  without  raising  an 
alarm. 

Exercise  38. 

The  conjugation  of  the  verb  he. 

Follow  the  plan  of  study  for  the  conjugation  of  the  verb.  (See  page  34.) 
Note  with  the  pupils  the  irregularities  that  are  is  the  plural  form  of  is,  were 
of  was,  and  that  in  the  subjunctive  the  third  person  singular  is  he. 

Do  not  teach  the  verb  he  exclusively,  day  in  and  day  out,  but  keep  up 
the  review  of  analysis  and  drill  upon  parts  of  speech  in  sentences ;  and  upon 
the  principal  parts  of  the  irregular  verbs  forming  conjugations  from  them. 

Exercise  39. 

Regular  and  irregular  verhs. 

Turn  to  the  text  (pages  190  to  192),  and  write  from  it  the  principal  parts 
of  verbs  in  the  list.  If  the  pupils  have  texts,  give  them  the  task  of  hunting 
for  the  verbs  and  writing  the  principal  parts.  Require  the  principal  parts 
to  be  memorized,  being  careful  not  to  designate  too  many  for  a  single  lesson. 

Having  now  learned  the  principal  parts  of  the  irregular  verbs,  we  may 
give  some  attention  to  the  regular  verbs.  Write  the  principal  parts  of 
climh,  learn,  await,  and  wreck  upon  the  board.  Explain  that  there  are  two 
kinds  of  verbs,  regular  and  irregular,  that  they  have  learned  the  principal 
parts  of  some  of  the  irregular  verbs,  but  that  a  large  proportion  of  the 
verbs  we  use  are  regular;  that  the  past  tense  and  the  past  participle  are 
the  same,  and  are  always  formed  by  adding  d  or  ed  to  the  present  form. 
After  this  explanation  is  understood,  write  a  few  other  regular  verbs  upon 
the  board  in  the  present  form,  and  ask  pupils  to  form  the  past  form  and 
past  participle. 

For  drills  upon  the  principal  parts  of  regular  verbs  use  climh,  learn, 
await,  and  wreck. 

After  any  group  of  principal  parts  has  been  learned,  assign  as  written 
work  the  construction  of  parts  of  the  conjugation  of  these  verbs,  thus : 
Write  the  present  perfect  tense  of  swim. 
Write  the  past  tense  and  past  perfect  of  lay  and  lie. 
Write  the  infinitives  of  huild. 
Write  the  emphatic  form  of  do. 
Etc. 

Arrange  it  so  that  a  given  lesson  or  two  lessons  will  review  aU  the  given 
forms  of  the  conjugation. 

Principal  parts,  advance :  learn,  find,  build,  cry,  catch,  feed,  sing. 

Principal  parts,  review :  lay,  swim,  lose,  fight,  know,  lie,  throw,  sit,  wear, 
draw.  (46) 


Exercise  40. 

Irregular  verb  forms;  review  of  participles  and  infinitives. 

This  exercise  contains  the  verbs  of  which  the  principal  parts  were  given 
in  Exercise  39.  Therefore,  do  not  take  it  up  until  Exercise  39  has  been 
finished.  This  exercise  is  also  a  special  review  of  participles  and  infinitive 
forms.    To  cover  all  of  the  ground,  the  following  steps  should  be  covered: 

Step  1.  Go  over  the  sentences  and  have  pupils  name  the  infinitives  and 
participles  in  each  sentence,  telling  what  kind  of  infinitive  or  participle, 
and  the  present  form  from  which  it  is  derived.  Make  this  lesson  an  oppor- 
tunity for  drill  upon  the  helpers,  and  require  the  principal  parts  of  the 
verbs  in  review  to  be  given. 

Step  2.  Have  each  of  the  sentences  analyzed,  drilling  upon  all  review 
forms  of  phrases,  prepositions,  adjectives,  adverbs,  nouns,  pronouns,  offices 
of  object,  or  attribute  complements,  etc. 

Step  3.  As  a  written  lesson,  require  pupils  to  write  the  principal  parts 
of  all  the  verbs  employed  either  as  predicates,  infinitives,  or  participles. 

1.  Having  learned  the  lesson,  the  pupil  laid  the  book  upon  the  table. 
2.  Having  found  a  suitable  place  near  a  river,  the  pioneer  built  a  log  house 
for  a  home.  3.  Having  swum  the  river,  the  deer  climbed  the  bank  on  the 
other  side.  4.  The  babes  lost  in  the  woods  cried  bitterly.  5.  Having  fought 
in  many  battles,  the  soldier  Jsnew  no  fear.  6.  We  found  the  ball  lying  in 
the  thick  grass.  7.  Laying  the  gun  upon  the  ground,  the  hunter  lay  down 
beside  it.  8.  Having  thrown  the  ball,  he  caught  it  again.  9.  We  found 
him  feeding  the  chickens.  10.  Sitting  under  the  trees  the  children  sang 
several  songs.  11.  The  child  had  finally  lain  down.  12.  The  road,  worn 
by  travel,  needs  new  gravel.    13.  The  log  drawn  by  oxen  broke  the  gate.. 

Exercise  41. 
Drill  exercise  in  verb  forms. 

Have  the  pupils  write  these  words  in  columns,  and  after  each  write  the 
mode,  tense,  participle,  or  infinitive  form  it  represents.  Or,  give  the  exercise 
as  quick  oral  work.  The  words  should  be  written  on  the  board  in  columns, 
then  pointed  to  quickly,  the  children  reciting  one  after  .the  other  in  turns, 
or  one  child  may  recite  any  given  number,  say  ten.  Interest  is  added  by 
a  child  keeping  track  of  the  time,  the  point  being  to  see  who  can  do  it 
correctly  in  the  least  time. 


was 

being 

had  been 

been 

can  be 

are 

be 

may  be 

have  been 

could  be 

might  have  been 

having  been 

is 

were 

am 

must  be 

to  be 

should  have  been 

will  be 

to  have  been 

might  be 

can  have  been 

(47) 


Exercise  42. 

The  attribute  complement;  review  of  conjugation  of  verh  he. 

As  Step  1,  go  through  the  sentences  orally,  requiring  pupils  to  tell  what 
tense  and  mode  each  form  represents.  As  a  second  step,  introduce  the  new 
term  "attribute"  complement.  Tell  the  pupils  that  heretofore  all  the 
complements  they  have  used  have  been  "object"  complements,  and  that 
hereafter  you  wish  them  to  call  complements  of  the  kind  they  have  had 
object  complements.  Tell  them  that  th^  complement  after  a  predicate 
formed  by  any  part  of  the  verb  be  (and  a  few  other  verbs  which  we  shall 
later  introduce)  is  always  an  attribute  complement.  Diagram  one  or  two 
sentences,  and  show  them  the  distinguishing  mark. 

At  a  second  or  third  lesson,  after  they  have  had  some  experience  in 
analyzing  and  diagramming  attribute  complements,  explain  the  difference 
between  an  object  and  attribute  complement.  Take  the  two  sentences. 
Tigers  eat  animals  and  Tigers  are  animals.  Show  that  in  the  case  of  object 
complements,  the  object  complement  is  distinctly  different  from  the  subject, 
while  in  the  case  of  the  attribute  complement  the  subject  and  the  noun 
complement  are  identical.  Secondly,  using  sentences  in  which  the  attribute 
complement  is-  an  adjective,  show  that  in  the  case  of  object  complements 
they  must  be  either  a  noun  or  a  pronoun,  while  attribute  complements  may 
be  nouns,  pronouns,  or  adjectives.  Explain  this  until  pupils  can  give  the 
distinction  back  clearly. 

Language  form  — : answers  the  question  what  and  modifies  the 

subject.    Therefore, is  an  attribute  complement,  or answers 

the  question  what  and  means  the  same  as  the  subject.    Therefore, is 

the  attribute  complement. 

1.  I  am  happy.  2.  He  was  hungry.  3.  We  shall  be  fortunate.  4.  They 
are  sad.  5.  He  will  be  successful.  6.  She  was  sick.  7.  We  were  happy. 
8.  He  is  earnest.  9.  They  were  very  talkative.  10.  You  are  right.  11.  He 
was  cold.  12.  We  are  warm.  13.  You  were  tardy.  14.  We  have  been 
prompt.  15.  The  violet  is  blue.  16.  The  chickens  will  have  been  fed  by 
that  time.  17.  The  soldiers  were  brave.  18.  The  bear  had  already  been 
captured.  19.  I  am  here.  20.  The  water  was  cold.  21,  The  wood  has  been 
cut.  ,  22.  The  bird  is  timid.  23.  The  fruit  will  be  ripe.  24.  You  must  be 
successful.  25.  Be  quiet.  26.  They  might  have  been  too  late.  27.  The 
rose  is  red.  28.  The  child  was  cheerful.  29.  The  load  may  be  too  heavy. 
30.  The  road  has  been  very  muddy  for  several  days.  31.  The  children 
being  young  were  happy.  32.  The  hunters  having  been  successful  were 
happy.  33.  The  cheese  being  mouldy  was  disagreeable  to  the  mice.  34.  The 
flower  is  beautiful.  35.  The  day  was  cloudy.  36.  The  grapes  were  sour. 
37.  We  are  happy.  38.  To  read  interesting  books  is  entertaining. 
39.  Bathing  in  cold  water  is  healthful.  40.  Hunting  was  necessary  to  the 
Indians.  41.  To  see  is  to  believe.  42.  To  be  right  was  the  ambition  of 
President  Lincoln.  43,  All  of  us  should  try  to  be  worthy  of  respect.  44.  Be 
good.  45.  John  has  been  late  in  arriving  at  school.  46.  No  one  should  be 
guilty  of  telling  an  untruth.     47.  They  were  present  at  the  opening  of 

(48) 


school.     48.  The  boys'  will  be  ready  to  play  the  game.     49.  Having  been 
unfortunate  he  had  been  careless  of  life. 


To  teach  gender.  Exercise  42b. 

Much  time  is  necessary  for  review  drill  upon  the  conjugations,  for,  in 
order  to  induce  a  thorough  memory  of  the  forms,  the  reviews  must  be 
scattered  over  a  considerable  period  of  time.  Much  of  this  review  drill 
may  be  given  in  the  form  of  written  seat  work,  provided  the  pupils  know 
the  conjugation  forms  well.  Therefore,  before  passing  to  the  passive  and 
progressive,  we  shall  introduce  the  inflections  of  nouns,  pronouns,  adverbs, 
and  adjectives,  using  a  part  of  each  day's  lesson  for  review  drills.  Never 
sacrifice  the  review  for  the  advance. 

Turn  to  Part  III,  page  94,  of  the  text.  We  may  omit  the  treatment  of 
proper  and  common  nouns  and  also  subdivision  upon  capital  letters,  as  the 
distinction  between  common  and  proper  nouns  is  unnecessary  in  terms  of  a 
definition ;  the  use  of  capitals  is  the  important  thing,  and  this  topic  should 
be  treated  in  the  language  course  (see  Language  Bulletin  No.  1,  New  Series, 
pages  3,  11,  21,  41,  43),  where  the  method  of  instruction  is  given  in  detail. 

The  text  makes  too  much  of  gender.  Mistakes  are  rarely  inade  in  gender, 
but  as  a  matter  of  common  knowledge,  quite  apart  from  grammar,  it  is 
well  to  understand  the  term.  If  it  were  true  that  people  commonly  made 
the  error  of  referring  to  males  by  she,  or  to  females  by  he,  then  the  impor- 
tance assigned  by  the  author  to  the  subject  would  be  justified.  On  the  other 
hand,  as  stated,  the  terms  masculine,  feminine,  and  neuter  are  in  common 
use,  and  we  should  give  some  time  to  their  explanation. 

Write  upon  the  board  a  list  of  words,  such  as:  "man,"  "girl,"  "house," 
"rooster,"  "tree,"  "boy^"  "woman,"  etc. 

Draw  from  the  pupils  by  questions  that  each  of  these  has  a  sex  meaning, 
and  this  quality  we  call  gender — masculine  refers  to  males,  feminine  to 
females,  and  neuter  to  words  which  stand  for  objects  without  sex.  After 
the  distinction  is  understood,  assign  as  a  written  lesson  the  terms  on  page  98 
of  the  text  (also  the  exercise),  with  which  should  be  mixed  a  few  neuter 
nouns;  require  the  pupils  to  classify  the  terms  under  the  three  genders. 
As  a  second  lesson,  using  the  same  list,  draw  from  the  pupils  the  fact  that 
ess  is  used  most  commonly  as  a  sign  of  the  feminine  gender. 

Omit  the  discussion  upon  the  value  of  gender  upon  pages  98  to  IQl,  for 
the  reason  as  stated,  that  mistakes  are  not  commonly  made,  and  the  exercises 
are  consequently  unprofitable.  For  the  same  reason  omit  the  treatment  of 
person,  pages  101  to  103.  Nouns  really  have  no  person.  No  errors  are 
possible  in  nouns,  for  they  are  not  inflected. to  show  any  distinction.  Pro- 
nouns alone  are  inflected  to  show  person. 

Omit  the  subdivision  upon  inflection. 


4— G  (49) 


Exercise  43. 

Drill  in  conjugation  of  irregular  verbs. 

Follow  the  directions  for  Exercise  39. 

Principal  parts,  advance :  tell,  show,  drive,  buy,  chose. 

Principal  parts,  review:  catch,  break,  set,  swim,  eat,  write,  grow,  go,  do, 
fall. 

Exercise  44. 

To  teach  gender;  review  of  infinitives,  participles,  and  conjugation. 

After  using  the  sentences  in  this  exercise  according  to  the  directions  in 
Step  1,  Exercise  40,  insert  a  lesson  requiring  the  pupils  to  go  through  the 
sentences,  picking  out  the  nouns  which  show  gender  by  their  form.  If  the 
feminine  form  is  given,  ask  for  the  masculine  form,  and  vice  v6rsa. 

Otherwise,  follow  the  outline  given  in  Exercise  40. 

1.  The  lioness,  caught  in  the  trap,  broke  the  bars  of  the  cage.  2.  The 
heroine  of  the  adventure  must  be  very  modest  in  telling  about  the  bravery 
shown  by  her.  3.  The  bridegroom  has  bought  a  handsome  watch  for  the 
bride.  4.  To  be  a  rich  man  should  not  be  the  only  ambition  of  a  young  boy 
choosing  an  occupation.  5.  The  drake  having  swum  across  the  pond  caught 
some  young  frogs  sitting  upon  a  log.  6.  To  choose  an  heir  to  the  fortune 
from  so  many  nephews  had  been  no  easy  task  for  the  old  bachelor.  7.  The 
nieces  having  eaten  lunch,  wrote  long  letters  to  the  aunt  at  home.  8.  The 
wife  having  grown  weary  of  waiting  for  the  husband,  went  home  by  train. 
9.  The  sister  of  the  sick  man  has  done  noble  service.  10.  The  hen  had  fallen 
from  the  perch. 

Exercise  44(1). 

To  teach  number. 

"With  the  subject  of  number  our  text  becomes  profitable,  for  a  large 
percentage  of  language  errors  occur  in  the  spelling  of  plural  forms.  But 
do  not  follow  the  implied  method  of  the  text — to  learn  the  rule  first.  Write 
singular  and  plural  of  the  words  under  each  rule  in  parallel  columns,  and 
draw  from  the  pupils  the  manner  in  which  the  plurals  are  formed.  Nor 
is  it  necessary  to  drill  upon  the  rules  very  much,  as  they  would  require 
more  time  to  reduce  them  to  memory  than  can  be  profitably  devoted  to  such 
work.  The  important  thing  is,  that  the  pupils  should  become  unconsciously 
familiar  with  the  ways  in  which  specific  nouns  do  form  their  plurals — 
"knife,  knives;  wife,  wives;  calf,  calves,"  etc.  After  all  is  said,  the  learn- 
ing of  the  plurals  is  reduced  to  a  spelling  lesson  of  certain  definite  words. 

All  the  words  upon  pages  104  to  107  of  the  State  Text  should  receive 
thorough  drill.  But  do  not  do  unnecessary  work.  Perhaps  the  pupils  may 
already  know  the  lesson.  First,  test  them  by  giving  a  spelling  lesson  from 
dictation,  pronouncing  or  writing  upon  the  board  the  singular  form  and 
requiring  the  pupils  to  write  the  plural  form.  Let  any  errors  be  the 
suggestion  for  thorough  spelling  drills.  Use  the  terms  singular  and  plural, 
and  lead  the  pupils  to  use  them. 

(50) 


The  special  rules  for  number  (Subdivision  65,  pages  107  to  110)  should 
receive  thorough  drill  with  the  exception  of  V. 

Subdivision  66  is  important,  though  it  is  not  necessary  to  have  the  words 
memorized.  The  fact  that  there  are  such  words,  and  a  lesson  upon  them, 
is  sufficient,  as  errors  are  practically  never  made  in  their  use. 

Exercise  44(2). 

A  clear  understanding  of  collective  nouns  (pages  111  to  113)  is  very 
necessary,  as  there  is  much  confusion  regarding  verb  agreement  with  them 
as  subjects.  At  present  we  are  not  concerned  with  the  syntactical  question 
of  verb  agreement,  and  we  need  not  enter  upon  it.  We  wish  the  pupils 
merely  to  understand  that  a  collective  noun  represents  a  collection  of  objects 
of  one  kind,  and  that  it  is  singular  or  plural  according  to  the  idea  in  our 
minds.  When  we  say,  '  *  The  class  is  studying  grammar, ' '  we  mean  that  the 
class,  just  as  a  single  body,  is  studying.  In  such  a  case  class  would  be 
singular.  Yet  we  could  think  of  the  class  as  a  number  of  separate  persons, 
and  in  this  case  "class"  would  be  plural.  Make  explanations  regarding 
some  of  the  words  upon  page  111,  and  then  draw  from  the  pupils  similar 
explanations  until  it  is  clear  that  the  point  is  comprehended. 

Exercise  45. 

Drill  in  the  conjugation  of  irregular  verbs. 
Follow  the  directions  for  Exercise  39. 

Principal  parts,  advance :  sell,  fly,  build,  bring,  cut,  forsake,  wear. 
Principal  parts,  review:  swim,  drive,  find,  tear,  grow,  make. 
Regular  verbs:  Plant,  amuse,  pursue,  float,  try. 

Exercise  46. 

To  teach  certain  difficult  plurals. 

Follow  the  directions  for  Exercise  40,  inserting  after  Step  1  a  drill  in 
forming  the  singular  forms  of  the  plurals  given,  and  the  plurals  of  singular 
forms  discovered  in  each  sentence.  As  a  written  lesson,  pupils  may  be 
required  to  do  the  same  in  written  form. 

1.  The  children  have  been  in  the  garden  planting  seeds.  2.  The  butcher 
has  bought  four  beeves  to  sell  to  customers.  3.  The  kind  fairies  having 
flown  to  the  meadow  built  some  beautiful  air  castle  to  amuse  the  children. 
4.  The  negroes  brought  knives  to  cut  the  watermelons  into  halves.  5.  The 
herdsmen,  hoping  to  find  pasture,  have  driven  the  oxen  over  the  hill  into 
the  next  valley.  6.  The  shepherds  have  found  two  young  sheep  forsaken 
by  unnatural  mothers.  7.  Three  deer  swam  across  the  river  to  escape  the 
dogs  pursuing  them,  8.  Torn  by  the  bullets  the  old  flag  still  floated  in  the 
breeze.  9.  The  baby  has  worn  holes  in  the  shoes.  10.  In  the  valleys  of 
California  the  farmers  grow  many  kinds  of  fruit.  11,  In  writing  the  com- 
position, try  to  make  the  I's  with  smaller  loops, 

(51) 


Exercise  47. 

Drill  in  the  conjugation  of  irregular  verbs. 
Follow  directions  for  Exercise  39. 

Principal  parts,  advance :  dig,  sleep,  have,  freeze,  hang,  drink,  put,  keep. 
Regular  verb:  serve. 

.  .  ,  -7    7,         Exercise  48. 

A  special  review  of  plurals. 

Follow  the  directions  for  Exercise  40. 

1.  The  feet  of  Chinese  women  are  very  small.  2.  The  mice,  having  dug 
a  hole  into  the  cellar,  ate  the  cheese.  3.  Having  found  a  good  place  to 
sleep,  the  hunters  cut  small  branches  to  serve  for  beds.  4.  Birds  have  no 
teeth.  5.  Fighting  duels  was  once  common  in  France.  6.  This  country 
should  have  more  heroes  of  good  citizenship.  7,  The  icicles  frozen  to  the 
eaves  of  the  houses  hung  downward,  making  a  beautiful  spectacle.  8.  The 
deer  driven  from  the  mountains  by  the  wolves  have  had  little  to  eat  during 
this  winter.  9.  Drink  three  spoonfuls  of  this  medicine  before  going  to 
bed.  10.  The  farmers  in  cold  countries  put  potatoes  into  cellars  during 
the  winter  to  keep  them  from  freezing. 

Exercise  49. 

Drill  in  the  conjugation  of  irregular  verhs. 

Follow  the  directions  for  Exercise  39. 

Principal  parts,  advance:  hold,  hit,  hurt,  hear,  leave,  lend,  let,  make, 
meet,  pay,  rise,  say. 

Regular  verbs:  post,  pull,  learn. 

Exercise  50. 

To  review  collective  nouns,  infinitives,  and  participles. 

As  a  step  to  be  inserted  after  Step  1,  go  through  the  sentences,  asking 
pupils  to  pick  out  the  collective  nouns  and  to  tell  why  each  is  a  collective 
noun.    Otherwise,  follow  the  plan  for  Exercise  40. 

1.  The  company  of  soldiers  must  keep  sentinels  posted  to  warn  them  of 
danger.  2.  The  class,  having  held  a  meeting,  hit  upon  the  idea  of  a  Satur- 
day picnic.  3.  To  have  teeth  pulled  hurts.  4.  Children  in  school  should 
learn  to  be  good  citizens.  5.  The  tribe  of  Indians  having  found  no  game  in 
the  valley,  had  left  the  place  in  disgust.  6.  Pie  should  not  have  lent  the 
horse  to  strangers,  7.  Let  me  see  it.  8.  The  choir  can  make  an  appoint- 
ment to  meet  me  for  rehearsal.  9.  The  audience  had  paid  an  admission  fee 
of  one  dollar  to  hear  the  celebrated  lecturer.  10.  The  soldiers  having  fixed 
bayonets  drove  the  crowd  beyond  the  lines.  11.  The  flock  of  wild  geese 
feeding  in  the  marshes  suddenly  rose  into  the  air  at  the  report  of  the  gun. 

12.  He  had  had  an  opportunity  to  say  this  in  the  political  convention. 

13.  The  group  of  children  digging  in  the  sand  may  have  left  these  shovels 
here. 

(52) 


Exercise  51. 

Drill  in  the  conjugation  of  irregular  verbs. 
Follow  directions  for  Exercise  39. 

Principal  parts,  advance :  sell,  send,  shine,  shake,  forbid,  stand,  sink. 
Regular  verbs :  blind  and  brush. 

Treatment  of  case,  and  parsing. 

Regarding  the  treatment  of  case  of  nouns,  we  may  omit  all  except  the 
possessive  case,  which  is  extremely  important,  as  it  is  the  source  of  the  most 
frequent  errors  in  written  composition.  It  is  absurd  to  force  a  distinction 
between  the  nominative  and  objective  case,  for  the  distinction  is  a  purely 
imaginary  one,  and  error  is  impossible.  It  is  one  of  the  amusing  stupidities 
of  English  grammarians  that  because  Latin  nouns  have  case,  they  have 
forced  into  English  grammar,  already  complex  enough,  a  distinction  wholly 
unnecessary,  and  at  the  same  time  very  confusing.  Our  pronouns  change 
their  form  to  express  the  nominative  and  objective  cases,  and  we  shall 
there  be  obliged  to  deal  with  them.  We  may,  therefore,  omit  entirely  the 
pages  from  111  to  121,  with  parsing,  a  piece  of  antique  pedantry  which 
has  crept  unfortunately  into  our  text.  The  object  of  parsing  is  to  furnish 
drill  upon  the  inflected  forms,  but  to  give  it  in  the  presented  form  requires 
the  pupil  also  to  memorize  the  order  of  points  named.  Thus,  our  text 
requires  the  order  of  class,  gender,  person,  number,  case,  and  syntax.  The 
order  is  useless,  except  as  a  prevention  against  omission.  Yet  the  chief 
effort  of  the  drill  is  upon  remembering  this  order.  Besides,  the  person  and 
case  (except  the  possessive)  are  useless  distinctions,  and  the  question  of 
gender  is  only  important  in  the  case  of  a  very  few  nouns.  In  order  to  get 
the  most  out  of  drill,  we  must  have  the  attention  focused  upon  the  essential 
point,  and  one  only,  or  its  force  will  be  lost.  We  need  to  know  the  class, 
number,  and  use  of  words;  therefore,  let  us  ask  for  these,  one  at  a  time,  so 
that  the  pupils'  attention  will  be  centered.  Words  peculiar  as  to  gender 
or  number  should  be  used  as  material  for  drill  upon  these  peculiarities, 
provided  they  are  important,  but  each  peculiarity  should  be  the  subject  of 
a  special  question,  both  for  reasons  of  securing  attention  and  of  economy 
of  time.  Thus,  in  the  sentence,  The  herd  of  cattle  frightened  the  countess, 
the  matter  of  the  person  or  gender  of  herd  is  useless  and  nonsensical,  but 
it  is  a  collective  noun,  and  a  special  question  to  bring  out  its  number  is 
useful  as  a  drill  upon  recognition  of  collective  nouns.  Countess  offers  a 
review  drill  upon  the  fact  that  this  is  a  special  word  form  to  express  gender, 
and  a  question  upon  its  gender  is  useful  as  a  drill.  It  is  useless  to  ask  its 
number  or  person,  however. 

Exercise  52. 

Possessive  nouns. 

As  written  work  have  the  pupils  pick  out  and  write  in  a  column,  first  the 
noun,  the  possessive  of  which  is  used,  then  the  singular  possessive,  and  in 
the  third  column  the  possessive  plural. 

In  other  matters  follow  the  directions  of  Exercise  40. 

(53) 


For  oral  work  the  language  form  to  be  followed  is  as  follows  (using  the 
first  sentence)  : 

** Boy's,"  is  a  noun  showing  possession  of  hat.  Therefore,  ''boy's"  is 
in  the  possessive  case. 

1.  The  boy's  hat  must  be  in  the  yard.  2.  The  farmer  has  sold  the  cow's 
calf.  3.  The  teacher  could  send  some  one  to  hang  the  children's  cloaks 
upon  the  pegs.  4.  The  sun's  rays  shone  fiercely  upon  the  hot  desert, 
blinding  the  traveler's  eyes.  5.  Having  shaken  the  bottle  the  mischievous 
boy  threw  away  two  teaspoonfuls  of  the  baby's  medicine.  6.  He  ought  to 
have  learned  the  lesson  from  somebody  else's  book.  7.  The  Country  Club's 
rules  forbade  shooting  deer  during  certain  months  of  the  year.  8.  The 
soldiers'  guns  stood  in  the  rack.  9.  Despite  the  captain's  efforts  the  ship 
sank.  10.  The  young  birds  hearing  their  mother's  call  flew  to  her. 
11.  Have  the  children 's  clothes  brushed. 

Exercise  53. 

Drill  in  the  conjugation  of  irregular  verbs. 

Follow  directions  for  Exercise  39. 

Principal  parts,  advance:  sleep,  slide,  speak,  hear,  ought,  spring,  sow, 
spend,  stand,  swear,  steal,  stick,  weep,  win,  teach,  tell,  take,  think. 

Regular  verbs:  loosen,  crush,  fix,  hope. 

Possessives.  Exercise  54. 

This  lesson  is  a  continuation  of  Exercise  52;  follow  the  directions  for 
that  exercise. 

1.  The  mother,  worn  by  two  weeks'  nursing  of  the  sick  child,  now  slept 
soundly.  2.  Huge  rocks,  loosened  by  the  continuous  rains,  have  slid  down 
the  mountain,  crushing  the  miners'  cabins.  3.  He  ought  to  have  had  two 
years'  experience.  4.  We  spoke  loudly  to  hear  the  echoes.  5.  According 
to  the  legend,  men  sprang  from  the  dragon's  teeth  sown  by  Cadmon. 
6.  Good  fairies  have  spent  much  time  in  undoing  wicked  fairies'  mis- 
chief. 7.  The  Indians'  wretched  captives  now  stood  before  the  tribe's 
chief.  8.  The  detectives  found  the  thieves'  plunder  hidden  in  the  women's 
trunks.  9.  The  mice  ought  to  have  been  more  careful  in  stealing  the  cat's 
food.  10.  The  witness  has  sworn  to  the  statement,  positively  fixing  the 
suspect's  identity.  11.  The  Indian's  arrow,  hitting  the  roof,  stuck  harm- 
lessly into  the  wood.  12.  By  weeping  the  prisoner  hopes  to  win  the  judge's 
mercy.  13.  The  hero's  motto,  taught  him  at  a  mother's  knee,  had  ever 
been  to  tell  the  truth.  14.  The  general  had  thought  to  take  the  enemy's 
fort.    15.  The  man's  friends  ought  to  have  known  better. 

Exercise  55. 

Drill  in  the  conjugation  of  verbs: 
Follow  directions  for  Exercise  39. 

Principal  parts,  advance :  bear,  beat,  beseech,  dwell,  feel. 
Principal  parts,  review :  sing,  let,  go,  give,  put,  see. 
Eegular  verb :  yield.  (54 j 


THE  DECLENSION  OF  PRONOUNS. 

The  only  parts  of  the  text  chapter  upon  pronouns  which  we  may  profitably 
use  are  the  declensions  (pages  128  to  129),  the  list  of  compound  pronouns 
(page  129),  the  list  of  relative  pronouns  (who,  which,  that,  what,  and  their 
compounds).    These  portions  should  be  thoroughly  learned. 

The  declension  should  be  so  memorized  that  the  place  upon  the  page 
where  any  word  occurs  may  be  instantly  called  into  a  mental  picture.  The 
case  terms,  nominative,  objective,  and  possessive,  should  be  spelled,  and 
clearly  pronounced  by  the  class.  The  features  with  which  we  are  chiefly 
concerned  are  number  and  case,  for  upon  these,  errors  most  frequently 
occur.  After  pupils  have  memorized  the  declensions  as  a  whole,  drill  in 
promiscuous  order  upon  the  board,  and  upon  instant  recognition  of  the 
number  and  case  of  each  word,  until  the  goal  is  reached.  Do  not  ask  for 
the  case  and  number  at  the  same  time.  With  the  pointer  go  through  the 
list  calling  only  for  number,  then  for  case.  To  hold  both  requirements  in 
mind  at  the  same  time  is  unnecessary  and  confusing. 

The  name  of  the  relative  pronouns  and  the  declension  of  who  should  be 
similarly  memorized. 

It  is  not  necessary  to  have  the  compound  pronouns  memorized,  but  simply 
read  over  for  recognition.  Teach,  however,  that  the  forms  "hisself"  and 
"theirselves"  are  incorrect.  In  the  same  way  have  the  class  read  over  the 
list  of  adjective  pronouns,  but  do  not  require  them  to  be  memorized,  nor  to 
use  the  term,  adjective  pronouns.  Simply  call  them  pronouns.  It  is 
unnecessary  to  teach  the  classification  of  pronouns  as  personal,  interrogative, 
and  adjective.  No  mistakes  occur  which  may  be  corrected  by  these  classi- 
fications, and  their  existence  in  the  text  is  simply  one  of  the  unnecessary 
pedantries  which  makes  grammar  complex  and  difficult,  without  adding  to 
its  usefulness.  The  misuses  of  pronouns  will  be  taken  up  later;  as  for  the 
present,  we  must  concentrate  our  attention  upon  the  mastery  of  forms ;  until 
these  become  thoroughly  recognizable,  it  is  useless  to  attempt  correction 
of  errors. 


(55) 


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(56) 


Exercise  56. 
Drill  upon  possessive  pronouns;  review  of  irregular  verbs. 

In  the  first  sentence  draw  from  the  class  that  his  shows  possession  of 
burden.  The  language  form  to  be  used  is  '^His  is  a  pronoun.  His  shows 
possession  of  burden.    Therefore,  his  is  in  the  possessive  case." 

1.  Each  has  borne  his  own  burden.  2.  To  sing  had  been  her  delight. 
3.  Our  boys  have  beaten  in  the  race,  winning  the  prize.  4.  The  captive 
besought  his  captors  to  let  him  go.  5.  They  have  dwelt  upon  their  own 
land.  6.  Give  me  your  promise.  7.  I  feel  myself  yielding.  8.  My  wish 
is  for  you  to  put  the  little  bird  back  into  its  nest.  9.  Whose  hat  is  this? 
10.  Whom  did  you  see  ? 

Exercise  57. 

Case  of  pronouns  used  as  subjects  and  attributes. 

Explain  that  whenever  a  pronoun  is  used  as  the  subject  of  a  sentence  it 
must  be  in  the  nominative  case ;  also  that  a  pronoun,  as  an  attribute  comple- 
ment, is  in  the  nominative  case.    Proceed  with  the  sentences  as  follows : 

Step  1.  Go  through  the  sentences,  orally,  requiring  the  pupils  to  pick  out 
and  name  the  pronouns,  stating  the  case  of  each. 

Step  2.  Analyze  the  sentences,  orally,  asking  for  the  principal  parts  of 
all  verbs,  and  a  few  portions  of  the  conjugation. 

Step  3.  Give  the  case  of  the  pronouns,  using  the  following  language  form : 
"iTe  is  a  pronoun  used  as  the  subject.  Therefore,  He  is  in  the  nominative 
case;  or  (Sentence  7)  He  is  a  pronoun,  used  as  the  attribute  complement. 
Therefore,  he  is  in  the  nominative  case." 

Step  4.  State  the  tense  and  mode  of  each  verb  form,  and  name  the  prin- 
cipal parts. 

1.  He  has  fled  to  seek  shelter.  2.  Wearied  by  the  long  tramp,  they  now 
flung  themselves  upon  the  ground  to  sleep.  3.  Get  the  ball.  4.  We  have 
never  before  heard  such  sweet  singing.  5.  I  have  ground  the  knife  upon 
the  grindstone.  6.  She  knelt  before  his  grave  in  prayer.  7.  It  is  he.  8.  It 
was  she.  9.  He  hit  his  mark.  10.  It  is  I.  11.  Who  let  my  cat  into  the 
house  ? 

To  teach  voice. '  Exercise  58. 

We  are  now  ready  to  complete  the  conjugation  of  verbs  by  a  study  of 
the  passive  and  progressive  voices.  Do  not  begin  this  study  unless  the 
conjugation  of  the  verb  be  and  the  recognition  of  the  past  and  present 
participles  has  become  thoroughly  reflex.  If  the  point  is  reached  the  matter 
will  be  extremely  easy.    If  not,  the  result  will  be  a  hopeless  confusion. 

Treat  the  construction  of  passive  and  progressive  voices  in  one  lesson, 
as  the  contrast  will  help  rather  than  interfere.  Write  upon  the  board  the 
complete  conjugation  o£  the  verb  be.  Then  explain  that  you  will  now 
construct  the  "progressive"  voice  (having  the  word  spelled  and  pro- 
nounced). Do  so  by  simply  writing  the  present  participle  of  the  verb  see 
after  each  form  throughout.    After  the  pupils  have  been  questioned  as  to 

(57) 


the  name  "progressive"  and  how  it  has  been  formed,  erase  the  present 
participles  and  explaining  that  you  will  now  construct  the  "passive"  voice, 
write  the  past  participle  in  the  same  way.  Question  as  before.  Then  erase 
the  past  participles,  leaving  the  verb  he,  and  question  the  class  upon  how 
the  progressive  and  passive  voices  were  formed,  aiming  to  associate  '  *  present 
participle"  with  "progressive  voice"  and  "past  participle"  with  "passive 
voice."  Next  write  upon  the  board  in  columns  the  principal  parts  of 
choose,  catch,  send,  strike.  By  questioning,  obtain  directions  as  to  how  each 
voice  shall  be  formed,  and  permit  pupils  to  construct  them  by  writing 
present  or  past  participles,  as  the  case  may  be,  after  the  forms  of  the  verb  he. 
In  later  written  lessons,  require  certain  portions  of  the  passive  or 
progressive  voices  to  be  constructed,  placing  upon  the  board  the  principal 
parts  of  the  verbs  to  be  used.  Train  the  pupils  first  to  write  the  conjugation 
of  the  verb  he  in  the  given  tense  or  other  form,  and  later  to  write  the 
participle  which  forms  the  given  voice.  For  oral  drill  repeatedly  ask  the 
questions,  "What  participle  do  we  use  in  forming  the  progressive  voice?" 
"What  participles  in  forming  the  passive  voice?"  Pupils  unless  early 
trained  in  the  clear  pronunciation  and  spelling  of  "passive,"  will  confuse 
the  word  with  "past."  Teachers  should  be  careful  to  select  for  the  con- 
struction of  passive  voices  only  those  verbs  which  permit  such  formation. 
Verbs  which  do  not  take  objects  (intransitive  verbs)  do  not  usually  form 
passives ;  for  example,  the  verbs  walk  and  weep  can  not  be  used  as  passives. 
But  a  number  of  transitive  verbs,  such  as  huy,  giving  the  form,  "I  am 
bought,"  are  ridiculous  and  should  be  avoided.  The  following  verbs  will, 
however,  serve  as  drill  material :  scratch,  choose,  forsake,  forbid,  teach,  bite, 
elect,  awaken,  call,  burn,  know,  frighten,  injure,  rejoice,  delight,  comfort, 
entertain. 

Drill  upon  conjugations. 

Principal  parts,  advance :  seek,  fling,  get,  grind,  kneel,  let. 
Principal  parts,  review :  sleep,  have,  hear,  let. 
Regular  verb :  weary. 

Exercise  59. 

Pronouns  used  as  ohjects. 

Follow  the  directions  of  Exercise  57.  The  language  form  for  the 
pronouns  in  the  objective  case  should  be  (using  Sentence  1)  :  "Her  is  a 
pronoun  used  as  the  object  of  the  verb,  have  seen.  Therefore,  her  is  in  the 
objective  case." 

1.  We  have  seen  her  in  the  city.  2.  They  have  sent  him  to  find  the 
North  Pole.  3.  She  knew  them  by  sight.  4.  Their  ball  might  hit  us.  5.  It 
might  be  he.  6.  Do  not  forsake  me.  7.  That  can  not  be  she.  8.  Where 
may  I  find  you?  9.  Whom  of  his  family  do  you  know?  10.  He  laid  it 
upon  her  desk.  11.  She  has  sought  them  in  every  place.  12.  Having  caught 
the  dog,  they  shut  him  in  his  kennel.  13.  The  bees  will  sting  us.  14.  You 
are  it.  15.  Cutting  a  large  slice  of  bread,  she  spread  a  thick  layer  of 
jelly  over  it. 

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T^  -7  7  -J.-  Exercise  60. 

Dnll  upon  conjugations. 

Follow  the  directions  for  Exercise  39. 
Principal  parts,  advance:  shoe,  forget,  slay,  wring,  wind. 
Principal  parts,  review :  run,  know,  try,  find,  send,  sit,  build,  see,  ought, 
sing. 

Regular  verbs:  frighten,  call,  await,  hope,  wish. 

^  .      7  .    ..  Exercise  61. 

Pronouns  m  objective  case. 

Follow  the  directions  of  Exercise  57.     The  language  form  for  objective 

pronouns  used  is:   " is  the  object  of    (preposition,   infinitive,   or 

participle)  .    Therefore, is  in  the  objective  case." 

1.  He  swung  the  rope  around  her  head  merely  to  frighten  her.  2.  The 
blacksmith  skillfully  shod  the  horse  for  him.  3.  Calling  to  him  the  child 
ran  after  him.  4.  Knowing  him  so  well,  they  can  not  have  forgotten  him 
by  this  time.  5.  They  tried  to  find  her.  6.  Having  sent  him  upon  an 
errand,  she  sat  down  to  await  his  return.  7.  He  has  built  a  house  for 
them,  hoping  to  keep  them  near  him.  8.  We  wished  to  see  you  yesterday. 
9.  They  ought  to  have  heard  us  calling.  10.  David  slew  a  lion.  11.  She 
wrung  her  hands  in  misery.  12.  That  is  he  singing  to'  himself.  13.  The 
road  wound  around  the  mountain  on  the  other  side  from  us. 

Drill  upon  conjugations.  iJixercise  oz. 

Follow  directions  for  Exercise  39. 
Principal  parts,  advance:  spend,  deal,  forbid. 

Principal  parts,  review:  find,  teach,  put,  think,  cut,  sell,  send,  throw, 
build,  catch,  begin. 

„     .  7  7   77  Exercise  63. 

Review  and  drill  upon  voice. 

Step  1.  Have  the  pupils  pick  out  the  verbs  in  the  passive  and  progressive 
voices,  naming  the  tense  and  explaining  how  each  is  constructed.  Use  the 
following  device  frequently:  Ask  the  pupil  to  change  a  given  verb,  which 
occurs  in  the  lesson,  to  voice  other  than  which  appears,  keeping  the  same 
tense.  Thus,  using  Sentence  1,  ask  that  was  thrown  be  changed  to  the 
active  (threw) ;  then  to  the  progressive  was  throwing.  Be  careful,  in  asking 
for  the  passive,  that  the  verb  has  a  passive. 

Step  2.  Analyze  the  sentences,  and  give  special  attention  to  the  pronouns. 

1.  The  rope  was  thrown  to  him.  2.  Some  difficulty  had  been  found  in 
teaching  them.  3.  The  bear  has  been  put  into  a  cage  to  keep  her.  4.  I 
have  been  thinking  of  sending  her  to  spend  the  winter  with  them.  5.  We 
were  having  a  good  time  building  little  boats  to  sail  in  the  bathtub.  6.  The 
thieves  were  caught  stealing  his  bicycle.  7.  We  might  now  be  beginning 
to  learn  German.  8.  The  pie  was  cut  into  four  pieces.  9.  The  horse  will  be 
sold  to  him  at  a  low  figure.  10.  We  have  been  forbidden  to  go  into  the 
street  to  play. 

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r.  J!    J-    ^-  Exercise  64. 

Degree  of  adjectives. 

Write  the  sentence,  ''John  is  tall,  Frank  is  taller  than  John;  but  James 

is  tallest  of  the  three. ' '    Draw  from  the  class  that  there  are  here  expressed 

three  degrees  of  height — tall,  taller,  and  tallest.    Illustrate  with  a  few  other 

adjectives,  hard,  swift,  strange,  cheap,  that  the  degrees  are  expressed  by 

er  and  est.    Then  write  in  column  the  comparison  as  follows : 

Positive  degree.  Comparative  degree.        Superlative  degree. 

tall  taller  tallest 

hard  harder  hardest 

swift  swifter  swiftest 

strange  stranger  strangest 

cheap  cheaper  cheapest 

Have  the  words  positive,  comparative,  and  superlative  spelled  and  pro- 
nounced. Tell  the  class  that  the  comparative  degree  is  usually  formed  by 
adding  er  and  the  superlative  by  adding  est. 

As  a  written  lesson  require  that  pupils  should  write  the  adjectives  of 
Exercise  63  in  a  column,  then  write  the  comparatives  and  superlatives  as 
has  been"  illustrated. 

Compare:  strong,  large,  small,  long,  ripe,  grand,  short,  young,  easy, 
happy. 

Exercise  65. 

Review  of  comparison  of  adjectives,  case  of  pronouns  and  voice. 

Step  1.  Require  the  class,  orally,  to  select  the  adjectives,  name  the  degree 
employed,  and  to  compare  them. 

Step  2.  Select  the  verbs,  state  the  voice  of  each  and  how  it  is  constructed 
{i.  e.,  the  verb  he  in  the  past  tense  followed  by  the  past  participle  of  the 
verb  carry). 

Step  3.  Analyze  the  sentence  Mdth  observance  of  case  of  pronouns,  infini- 
tives, participles,  etc.,  requiring  review. 

As  written  work,  have  the  pupils  write  the  verbs  (except,  of  course,  he, 
which  has  no  voice)  in  a  column,  and  in  second  and  third  columns  write 
the  verb  in  the  two  other  voices,  respectively,  without  changing  the  tense. 

1.  We  saw  the  older  birds  feeding  them.  2.  I  sent  her  to  get  for  me  some 
larger  pieces  of  cloth.  3.  The  smallest  child  was  carried  by  the  mother. 
4.  The  tall  apple  tree  growing  near  our  barn  is  now  bearing  the  sweetest 
fruit.  5,  They  have  asked  us  to  meet  her  at  the  earliest  train.  6.  A 
healthier  location  could  not  be  found  for  her.  7,  Our  pine  tree  is  growing 
taller.  8.  A  fuller  confession  must  be  wrung  from  him.  9.  They  are 
beginning  to  be  frightened  by  the  fierce  growling  of  your  largest  dog. 
.10.  Bring  your  smallest  hat  to  me.  11.  The  youngest  boy  in  the  class  has 
been  chosen  to  go  for  you.  12.  My  father  has  bought  a  faster  pony  for  me. 
13.  Texas  is  the  largest  state  in  the  Union.  14.  The  swiftest  runner  will 
be  sent  upon  this  errand  for  them.  15.  Traveling  is  now  easier.  16.  John 
has  been  helping  his  younger  brother  to  carry  their  wood  into  the  house. 

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17.  The  ripest  apples  have  fallen  to  the  ground.  18.  The  largest  pumpkins 
in  the  state  are  grown  by  him.  19.  Having  known  him  so  long  we  were 
puzzled  by  his  strange  behavior. 

Exercise  65b. 

Comparison  of  irregular  adjectives. 

Assign  the  comparison  of  irregular  adjectives  (page  197  of  text)  for 
memorizing  by  the  pupils,  omitting  out,  top,  up,  in,  kinds. 

Explain,  in  assigning  the  lesson,  that  a  number  of  adjectives  are  com- 
pared irregularly,  and  that  these  are  the  most  common  sources  of  error. 

„  .         .7..  Exercise  66. 

tompanson  of  adjecuves. 

Follow  directions  for  Exercise  65. 

1.  The  best  compositions  written  by  the  older  pupils  have  been  hung 
upon  the  wall  by  their  teacher.  2.  The  men  are  now  repairing  the  worst 
street  in  our  city.  3.  Webster  was  regarded  as  the  foremost  orator  of  his 
time  in  our  country.  4.  John  being  the  strongest  was  the  first  to  reach 
the  top.  5.  We  found  him  in  the  farthest  room.  6.  They  were  sitting 
under  the  tree  eating  the  ripest  peaches.  7.  The  largest  trout  ever  caught 
in  our  lake  was  taken  out  by  her  last  week.  8.  We  intend  to  send  her  to 
the  country  next  month.  9.  William  is  now  making  more  effort  to  write 
neatly.    10.  This  is  the  last  sentence  in  this  exercise  to  be  analyzed. 

Exercise  66b. 

Comparison  by  means  of  more,  less,  most,  and  least;  also  comparison  of 
adverbs. 

Take  up  the  forms  of  comparison  requiring  the  use  of  more,  less,  most, 
and  least,  and  also  the  comparison  of  adverbs.  Teachers  should  study  care- 
fully the  material  in  the  text  covering  these  cases  (pages  195  to  210).  Do 
not,  however,  introduce  the  forms  of  more  and  less,  and  of  most  and  least, 
under  the  terms  of  ascending  and  descending  comparison.  Simply  treat 
more  and  less  as  comparative  signs.  For  drill,  use  the  adjectives  and 
adverbs  mentioned  in  the  text,  requiring  as  written  work,  after  some  oral 
explanation  and  drill,  the  following  forms : 

Positive.  Comparative.  Superlative. 

wisely  more  wisely  most  wisely 

or  or 

less  wisely  least  wisely 

Exercise  67. 

Review  of  comparison  of  adjectives  and  adverbs. 
Follow  the  general  directions  for  Exercise  64. 

1.  Mary,  being  the  eldest  in  the  family,  is  permitted  to  sit  up  later  in  the 
evening.    2.  To  have  told  her  sooner  would  have  been  cruel.    3.  Tom,  having 

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earned  more  money,  is  going  to  buy  a  better  bicycle.  4.  In  the  race  of  the 
younger  boys,  John  ran  the  fastest.  5.  She  will  be  going  to  the  city  next 
week  to  buy  it.  6.  Mary  is  now  studying  more  earnestly.  7.  I  have 
seldom  seen  a  more  beautiful  sunset.     8.  We  next  met  them  in  Oakland. 

9.  They  approached  him  less  quietly.  10.  The  latest  facts  have  been  laid 
before  us  for  careful  consideration.  11.  He  pleaded  most  earnestly  to  be 
given  his  liberty.  12.  These  thoughts  were  uppermost  in  his  memory. 
13.  She  studies  least  persistently  of  any  pupil  in  the  class. 

Exercise  68. 
Conjunctions,  compound  subjects,  and  complements. 

The  conjunctions,  and  and  or,  together  with  the  compound  form  of  the 
subject  and  complement,  are  introduced  in  this  exercise.  We  wish  the 
pupils  to  learn  the  character  of  this  new  part  of  speech  and  to  comprehend 
the  idea  of  a  compound  office. 

Step  1.  Write  the  first  sentence  upon  the  board  and  draw  from  the  pupils 
that  and  is  used  to  "connect"  man  and  hoy.  Tell  them  that  it  is  a  new 
part  of  speech  and  is  called  a  "Conjunction." 

Step  2.  Run  through  the  exercise,  having  the  pupils  pick  out  the  ands, 
using  the  language  form.     Similarly  treat  or. 

Step  3.  Analyze  the  sentences,  repeating  the  language  form  of  the  con- 
junctions as  they  occur.  Drill  upon  the  reviews  of  voice,  principal  parts, 
comparison  of  adjectives,  and  adverbs,  etc.,  as  each  appears. 

The  teacher  should  read  the  text  upon  the  topic  of  conjunctions  (pages 
214  to  216).  The  classification  of  conjunctions  is  unnecessary,  since  no 
errors  are  made  by  reason  of  ignorance  of  them.  They  are  an  unnecessary 
burden  of  grammatical  pedantry.  It  is  sufficient  to  know  that  certain 
words  are  conjunctions. 

1.  A  man  and  a  boy  were  hurt  in  the  accident.  2.  The  girl  and  her 
mother  were  known  to  many  of  us.  3.  Eobert  and  his  playmates  are  having 
a  most  exciting  game  of  ball  in  the  vacant  lot.  4.  Mary 's  mother  and  grand- 
mother have  gone  to  the  city  to  buy  a  new  dress  for  her.  5.  The  cat  or 
the  dog  must  have  been  eating  it.  6.  We  keep  a  horse  and  a  cow.  7.  It 
must  have  been  an  owl  or  a  bat  flying  in  the  dark.  8.  They  hung  their  hats 
and  cloaks  in  the  hall.     9.  Shall  we  study  our  grammar  or  our  spelling? 

10.  The  lion  and  the  lamb  lay  down. 

Exercise  69. 

The  compound  predicates;  review  of  conjunctions. 
Follow  the  general  directions  of  Exercise  68. 

1.  John's  mother  combed  and  brushed  his  hair.  2.  The  Spaniards 
explored  and  conquered  Mexico.  3.  We  have  worked  and  proved  all  our 
examples.  4.  The  men  and  boys  cut  and  carried  the  wood  to  make  the 
bonfire.  5.  The  women  and  girls  spread  the  lunch  and  afterwards  washed 
the  dishes.    6.  Squirrels  or  wood  rats  have  dug  these  holes  and  made  the 

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mounds  of  earth.  7.  Kind  men  and  women  have  sent  food  and  clothes  to 
the  shipwrecked  sailors.  8.  You  may  stand  or  sit.  9.  We  must  build  a 
fire  or  freeze  to  death.  10.  You  or  I  pick  and  cook  the  corn  and  tomatoes 
for  dinner. 

Exercise  70. 

Compound  modifiers;  review  of  principal  parts,  conjugation  and  voice. 

Compound  modifiers,  in  the  form  of  adjectives,  adverbs,  and  of  nouns 
and  pronouns,  as  compound  objects  of  infinitives  and  participles,  are  intro- 
duced in  the  lesson.  In  all  instances  of  pronouns,  use  the  opportunity  to 
drill  upon  case;  ask  why  each  is  in  the  case  it  is,  and  continually  review 
the  principle  that  a  pronoun  is  in  the  nominative  case  when  it  is  the  subject 
and  in  the  objective  case  when  it  is  the  object  complement  of  a  verb  or  the 
object  of  a  preposition,  infinitive,  or  participle.  Drill  also  upon  all  elements 
in  review — principal  parts,  conjugation,  and  especially  voice. 

1.  She  and  he  are  coming  with  you  and  me  to  see  the  lion  and  the  tiger. 
2,  We  are  setting  a  trap  to  catch  a  fox  or  a  coon.  3.  Leaving  her  and  him 
at  their  home,  we  next  went  to  call  upon  the  doctor  and  his  wife.  4.  Is 
digging  clams  and  oysters  fishing  or  agriculture?  5.  Spaditig  or  hoeing 
in  the  garden  will  give  strength  and  health  to  you  and  me.  6.  You  or  I 
must  be  bringing  the  wood  and  water.  7.  He  has  tried  seriously  and 
earnestly  to  live  an  upright  and  honest  life  before  God  and  man.  8.  Such 
a  dreadful  and  unexpected  calamity  could  not  happen  to  them  or  us. 
9.  The  ship  was  driven  fiercely  and  suddenly  upon  the  rocky  and  treacher- 
ous cliffs.  10.  Having  lost  his  friends  and  money,  he  is  now  seeking  to 
obtain  a  fresh  foothold  in  a  new  and  unknown  land. 

Exercise  71. 

The  conjunctions  or  and  nor. 

Phrases  connected  by  and  or  or  is  the  new  construction  in  this  exercise. 
Carefully  drill  upon  all  reviews  as  directed  in  Exercise  70, 

1.  Troops  were  sent  by  land  and  by  sea  to  prevent  the  enemy  from 
invading  our  country  or  attacking  our  cities.  2.  The  package  will  doubt- 
less be  brought  to  you  or  to  me  to-day  or  to-morrow.  3.  After  so  much 
hurry  and  hustle  she  should  be  glad  to  sit  quietly  on  a  chair  or  lie  down 
and  rest  for  a  while.  4.  We  shall  soon  begin  to  write  our  compositions 
or  study  spelling.  5.  You  ought  to  know  the  poem  and  be  able  to  recite  it. 
6.  They  have  tried  coaxing  him  and  threatening  him  without  avail.  7.  He 
came  to  see  me  and  ask  a  favor,  8.  She  has  had  no  opportunity  to  go  to 
school  and  obtain  a  sound  and  thorough  education.  9.  The  ship,  with 
passengers  and  crew,  has  been  lost.  10.  To  eat  or  to  be  eaten  is  the  problem 
of  life  for  fish  and  for  frogs.  11.  Indians  got  their  living  chiefly  by  hunt- 
ing and  by  fishing. 


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Exercise  72. 

The  compound  sentence;  review  of  conjunctions. 

It  will  assist  in  clearness  to  have  the  sentences  diagrammed.  Be  careful 
to  keep  up  a  review,  especially  of  conjunctions,  voice,  principal  parts  of 
verbs  used,  and  case  of  pronouns. 

1.  I  had  a  good  and  comfortable  home,  and  the  people  were  kind  to  me. 
2.  They  have  been  trying  to  help  us,  but  they  have  not  succeeded  in  their 
efforts.  3.  Bees  make  wax  rooms  of  beautiful  form,  and  they  feed  their 
little  ones  with  great  wisdom  and  care.  4.  Give  me  liberty,  or  give  me 
death !  5.  You  may  look  at  the  butterfly,  but  you  must  not  touch  it.  6.  He 
has  not  been  seen  by  us  or  any  one,  nor  has  he  sent  any  explanation  of  his 
strange  disappearance.  7.  She  did  not  see  you  or  me,  nor  did  she  ask 
for  us.  8.  Lincoln  was  assassinated,  but  his  name  and  memory  will  ever 
live  in  the  hearts  of  our  people.  9.  He  has  won  a  reputation  for  wit,  but 
he  is  not  very  wise  in  some  matters.  10.  He  has  not  been  successful,  nor, 
in  fact,  has  he  tried  to  accomplish  much. 

Exercise  73. 

The  correlative  conjunctions  hoth-and,  either-or,  neither-nor,  whether-or.. 
not  only-hut  also. 
Precede  the  lesson  by  an  explanation  that  not  only  have  we  single  words, 
and,  or,  nor,  and  hut,  but  also  we  have  two  words  acting  as  conjunctions. 
Write  the  list  above  upon  the  board  and  encourage  the  pupils  to  find  them 
in  sentences,  and  the  parts  which  they  connect.  Do  not  teach  the  term 
correlative  nor  any  classification  of  conjunctions.  To  classify  conjunctions 
is  superfluous. 

1.  Both  you  and  he  have  had  opportunities  to  travel,  and  to  see  strange 
places  and  scenes.  2.  John  and  Mary's  mother  will  either  take  them  into 
the  country  or  send  them  upon  a  sea  voyage  for  their  next  vacation,  3.  Not 
only  has  he  been  chosen  captain  of  the  best  baseball  nine  in  the  town,  but 
also  he  is  the  most  studious  pupil  in  school.  4.  You  neither  help  yourself 
nor  will  you  permit  me  to  help  you.  5.  They  have  not  yet  decided  whether 
to  send  you  or  to  send  me.  6.  Whether  riding  upon  a  horse  or  rowing  in 
a  boat,  John  was  always  the  most  skillful  among  the  boys.  7.  Either  we 
must  go  back  by  the  other  road  or  we  must  swim  the  river.  8.  Not  onlj'' 
did  he  wish  to  do  the  right  thing,  but  also  he  wished  to  do  it  at  the  right 
time. 

Exercise  74. 

The  conjunctions  and,  hut,  or,  either-or,  neither-nor,  hoth-and,  not  only-hut 
also,  and  whether-or. 
These  conjunctions  should  be  memorized,  and  the  term  "clause,"  as 
distinguished  from  a  ' '  phrase, ' '  should  be  taught.  Using  the  first  sentence 
for  illustration,  show  that  each  of  the  two  clauses  contains  a  subject  and  a 
predicate,  but  that  the  phrases   (prepositional  and  infinitive)    contain  no 

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predicate.  Require  the  pupils  in  the  other  sentences  to  make  this  distinc- 
tion. Teach  also  the  distinction  between  a  simple  sentence  (a  sentence 
which  contains  only  one  clause)  and  a  compound  sentence  (one  which  has 
at  least  two  clauses  connected  by  a  conjunction)  ;  illustrate  by  the  sentences 
of  this  exercise. 

1.  I  opened  the  gate,  and  the  cattle  and  horses  went  at  once  to  the 
trough  to  drink  water.  2,  Columbus  sought  to  discover  a  new  and  easier 
route  to  India,  but  he  found  America.  3.  Either  we  must  irrigate  and 
cultivate  this  garden  or  w^e  can  expect  neither  vegetables  nor  berries.  4.  I 
do  not  know  whether  to  go  or  to  stay.  5.  Both  food  and  clothing  were 
bought  for  their  long  journey  across  the  snow  and  ice  of  Alaska.  6.  Mary 
and  John's  teacher  has  not  only  taught  them  to  read  and  to  write  but  she 
has  also  been  giving  them  lessons  in  music  and  in  drawing.  7.  You  may 
either  play  ball  in  the  vacant  lot  or  you  may  play  tennis  upon  the  lawn. 

8.  Eating  candy  and  drinking  soda  water  are  refreshing  for  the  time,  but 
children  sometimes  indulge  themselves  too  freely. 

Exercise  75. 
The  dependent  adjective  clauses  using  who  and  that. 

Develop  the  fact  clearly  by  illustration  that  the  dependent  clause  really 
modifies  a  noun  or  a  pronoun  just  as  a  word  adjective  does,  but  do  not  insist 
too  much  upon  the  distinction  between  adjective  and  adverbial  clauses. 
Use  the  following  language  form  for  the  clauses  (illustrating  by  the  first 
sentence)  : 

"Who  is  driving  a  horse,''  contains  a  subject  and  predicate.  Therefore, 
''who  is  driving  a  horse"  is  a  clause.  It  modifies  the  noun  man.  Therefore, 
it  is  a  dependent  clause. 

1.  The  man  who  is  driving  the  horse  is  my  father.  2.  The  lady  who  is 
crossing  the  street  is  my  teacher.  3.  I  thanked  the  man  who  helped  me. 
4.  The  pupils  who  have  learned  their  lesson  thoroughly  will  be  permitted 
to  read  for  a  half  hour.  5.  The  boy  who  broke  the  window  ought  to  have 
paid  for  it.  6.  A  dog  that  wags  his  tail  will  not  bite.  7.  This  is  the  house 
that  Jack  built.    8.  This  is  the  malt  that  lay  in  the  house  that  Jack  built. 

9.  These  are  the  rats  that  ate  the  malt  that  lay  in  the  house  that  Jack  built. 

10.  Do  not  interrupt  a  man  who  is  adding  a  column  of  figures.  11.  It  is 
an  ill  wind  that  blows  nobody  any  good.  12.  The  cat  seizing  the  mouse  in 
its  mouth  sprang  over  the  fence,  but  the  dog  was  soon  pursuing  her  again. 

The  term  antecedent. 

Make  it  perfectly  clear  that  the  **  antecedent "  is  the  noun  which  precedes, 
not  the  relative  pronoun.  Require  the  relative  pronouns  to  be  memorized. 
Develop  the  language  forms  as  follows: 

"Who  stands  for  the  noun  man.  Therefore,  who  is  a  relative  pronoun 
and  its  antecedent  is  man. ' ' 

This  exercise  especially  reviews  the  uses  of  conjunctions. 
5— G  (65) 


1.  The  young  and  active  boy  who  is  playing  ball  is  my  brother.  2.  John 
and  Henry,  who  are  visiting  us  during  their  vacation,  hunt  or  fish  nearly 
every  day.  3.  They  found  her  playing  by  the  creek  which  flows  behind 
the  barn  and  chicken  house.  4.  The  fishermen  asked  him  to  buy  the  fish 
which  they  had  caught  in  the  lake  and  creek.  5.  The  tramp  obtained  not 
only  food,  but  also  some  old  shoes  which  he  put  on.  6.  The  ring  which  her 
father  gave  her  is  either  too  small  for  her  finger  or  her  finger  is  too  large 
for  the  ring.  7.  You  should  be  careful  in  picking  roses  from  bushes  that 
have  thorns.  8.  He  wanted  either  him  or  me  to  come  to  the  meeting  which 
had  been  called.  9.  He  ought  to  have  been  more  prompt  in  attending  to 
business  which  was  both  important  and  pressing.  10.  The  soldier  whom 
we  met  has  fought  in  manj^  battles,  and  has  won  many  medals  for  bravery. 

The  conjunctive  adverb.  ac  1 1 . 

Develop  by  illustration  that  these  clauses,  introduced  by  conjunctive 
adverbs,  usually  modify  either  a  verb,  adjective,  or  other  adverb.  Memorize 
the  conjunctive  adverb  after  each  lesson.  The  form  for  conjunctive  adverbs 
is  as  follows: 

"  W/iew  John's  carriage  comes"  modifies  "may  come,"  telling  when  "you 
and  she"  may  come.  Therefore,  "when  John's  carriage  comes"  is  a 
dependent  clause.  When  is  a  conjunctive  adverb  introducing  the  dependent 
clause. 

1.  You  and  she  may  come  when  John's  carriage  comes.  2.  You  and  I 
must  go  in  when  it  grows  chilly  and  dark.  3.  The  work  will  be  done  when 
the  sun  sets.  4.  It  began  to  rain  while  we  were  without  shelter  or  protec- 
tion. 5.  Both  the  wheat  and  the  oats  will  be  cut  when  the  harvest  time 
comes.  6.  Neither  he  nor  I  will  stay  while  you  are  away.  7.  We 
finally  found  a  path  that  led  over  the  mountain.  8.  We  shall  look  for 
shells  and  seaweed  when  the  tide  goes  out  farther.  9.  When  she  saw  her 
mistake  she  was  confused.    10.  When  you  are  quite  ready  give  the  signal. 

11.  When  I  have  finished  reading  this  book  I  would  like  to  talk  with  you. 

12.  We  must  drive  faster  or  we  shall  miss  the  train  that  takes  us  to  the  city. 

Exercise  78. 

The  conjunctive  advert);  review  of  case  of  -pronouns. 

Follow  directions  of  Exercise  77.  This  exercise  is  also  a  special  review 
of  the  case  of  pronouns.  If  pupils  show  any  weakness,  put  the  declension 
upon  the  board  and  spend  a  lessoja  or  so  upon  all  the  forms. 

1.  If  you  want  me,  call  me.  2.  I  shall  wait  for  her  if  she  wants  to  go 
with  me.  3.  To  ask  him  when  he  is  busy  is  useless.  4.  You  will  find  your 
hat  where  you  left  it  while  you  were  playing  with  us.  5.  By  sending  him 
we  shall  be  sure  of  a  prompt  delivery  of  our  message  to  them,  if  he  is  not 
detained.  6.  I  put  my  broom  where  I  found  it.  7.  We  had  hoped  to  escape 
the  drenching  rain  which  began  to  fall  while  we  were  waiting  for  a  car. 

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I 


8.  You  may  begin  to  read  where  James  left  off.  9.  Where  the  water  is 
deep  the  fish  are  likely  to  be  hidden.  10.  I  did  as  you  directed  me. 
11.  They  built  their  new  house  where  the  old  one  originally  stood.  12.  He 
who  works  honestly  and  fairly  is  entitled  to  his  reward.  13.  You  must 
not  only  work  your  examples  correctly,  but  also  write  neatly. 

A  '  1  £      •  Exercise  79. 

A  special  review  of  voice. 

Review  the  construction  of  the  three  voices.  For  written  work  require 
the  three  voices  to  be  constructed,  especially  in  the  infinitive  and  parti- 
cipial forms.  Review  conjunctive  adverbs,  following  the  directions  in 
Exercise  77. 

1.  You  may  do  as  I  do.  2.  You  must  swim  as  a  frog  swims.  3.  When 
the  wind  blows  the  cradle  will  rock.  4.  He  remained  at  home  because  at 
was  raining.  5.  The  child  is  crying  because  he  has  hurt  himself.  6.  While 
I  was  lying  under  the  tree  trying  to  sleep,  I  was  greatly  annoyed  by 
mosquitoes.  7.  Some  of  the  apples  are  ripe  and  sound,  but  others  are  poor 
and  worm-eaten.  8.  The  orchard  can  not  be  plowed  yet  because  no  rain 
has  fallen.  9.  The  Eskimos  live  where  it  is  exceedingly  cold  in  winter. 
10.  If  you  worked  as  he  does,  more  work  would  be  accomplished.  11.  They 
have  neither  found  him,  nor  has  the  slightest  hint  to  the  cause  of  his  sudden 
disappearance  yet  been  discovered. 

Exercise  80. 
A  review  of  simple,  complex,  and  compound  sentences  and  compound  offices. 
Drill  especially"  upon  the  essentials:  that  a  simple  sentence  has  but  one 
clause,  that  a  compound  sentence  has  at  least  two  clauses  connected  by  a 
conjunction,  and  that  in  a  complex  sentence  there  is  always  a  dependent 
clause,  usually  introduced  either  by  a  relative  pronoun  or  a  conjunctive 
adverb.  Drill  in  review  upon  the  memorized  lists  of  the  relative  pronouns, 
conjunctions,  and  the  conjunctive  adverbs  which  have  been  introduced. 

1.  The  cow  jumped  over  the  moon,  ^ 

And  the  little  dog  laughed  to  see  such  fun. 
And  the  dish  ran  away  with  the  spoon. 

2.  We  have  tried  to  find  a  boy  who  would  do  promptly  that  which  he 
was  told  to  do. 

3.  Old  Mother  Hubbard  went  to  the  cupboard 

To  get  her  poor  dog  a  bone; 
But  when  she  got  there,  the  cupboard  was  bare; 
And  so  the  poor  dog  had  none. 

4.  Jack  and  Jill  went  up  the -hill 

To  get  a  pail  of  water, 

5.  Jack  fell  down  and  broke  his  crown, 

And  Jill  came  tumbling  after. 

6.  There  was  an  old  woman  who  lived  in  a  shoe. 

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^    7.  Little  Miss  Muffet  sat  on  a  tuffet 
Eating  her  curds  and  whey. 
8.  Along  came  a  spider, 
And  sat  down  beside  her, 

And  frightened  Miss  Muffet  away. 

Exercises  81,  82,  83. 

The  use  of  dependent  clauses  introduced  by  conjunctive  adverbs. 

The  list  of  words  commonly  employed  as  conjunctive  adverbs — when, 
where,  for,  while,  because,  so  that,  as,  if,  as  if,  as  soon  as,  than,  before,  until, 
after,  unless,  should  be  memorized,  so  that  their  presence  will  suggest  to 
the  pupil's  mind  the  existence  of  the  dependent  clause.  Interlarded  with 
these  complex  sentences  will  be  found  simple  and  compound  sentences,  and 
complex  sentences  with  relative  clauses,  for  review  drill. 

1,  He  made  the  short  but  dangerous  trip  because  it  was  necessary. 
2.  Because  the  river  was  swift,  John's  mother  would  not  permit  him  to 
swim  in  it.  3.  The  Chinese  built  the  high  wall  so  that  they  might  keep  out 
their  enemies.  4.  I  will  call  you  when  breakfast  is  ready.  5.  Do  not  go 
now  because  you  might  be  lost  in  the  woods.  6.  The  rabbit  hid  in  the  brush 
fence  so  that  he  could  not  be  found.  7.  Men  may  come  and  men  may  go, 
but  the  river  flows  on  forever.  8.  The  fox  ran  over  the  hill,  and  dodging 
the  dogs,  returned  to  his  old  hiding  place  by  the  river.  9.  We  did  not 
want  to  go  farther  because  we  were  so  tired.  10.  Horses  have  tails  so  they 
may  brush  away  flies  and  other  annoying  insects. 

Exercise  82. 

1.  The  fox  lay  in  the  road  as  if  he  were  asleep  or  dead.  2.  As  soon  as 
he  saw  the  dogs  coming,  he  jumped  up  and  ran  into  the  brush.  3.  While 
the  sun  shines,  we  must  hurry  with  our  work  because  the  time  will  come 
when  no  man  can  work.  4,  As  soon  as  you  have  time  carry  the  wood  in. 
5.  I  will  do  it  now,  for  I  will  be  busier  later.  6.  You  can  fool  some  of  the 
world  for  all  of  the  time,  and  all  of  the  world  for  some  of  the  time ;  but  you 
can  not  fool  all  of  the  world  for  all  of  the  time.  7.  He  looked  as  if  he 
might  be  able  to  lift  the  moon.  8.  You  will  feel  better  if  you  will  drink 
this  medicine.  9.  Come  over  as  soon  as  you  have  finished  your  work. 
10.  Wear  your  overcoat  so  that  you  will  not  catch  cold. 

Exercise  83. 

1.  He  is  older  than  I.  2.  Mary  is  taller  than  her  brother.  3.  You  must 
brush  your  hair  more  carefully  before  you  go  to  school.  4.  I  received  more 
help  than  I  had  expected.  5.  These  apples  are  larger  than  those.  6.  You 
must  be  more  prompt  if  you  expect  to  retain  your  position.  7.  They  came 
sooner  than  we  expected.  8.  Do  not  go  farther  into  the  water  unless  you 
can  swim.  9.  He  has  caught  larger  fish  than  she.  10.  Unless  you  are  more 
familiar  with  a  gun  than  you  seem,  it  would  be  safer  for  all  of  us  if  you 
would  put  it  down.    11.  The  boy  who  can  run  fastest  will  receive  this  medal. 

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rpi,„  ^^,.^  r,i„.,cn  Exercise  84. 

1  he  noun  clause. 

Insist  that  the  pupil  follows  out  his  language  form  for  discovering  the 
offices,  and  he  can  not  fail  to  discover  the  noun  clauses. 

1.  John  said,  "I  will  go  to  the  city."  2.  "I  will  go  to  the  city,"  said 
John.  3.  I  think  it  will  soon  rain.  4.  We  expect  he  will  meet  us  at  the 
station.  5.  We  saw  night  was  fast  approaching.  6.  '*Walk  into  my 
parlor,"  said  the  spider  to  the  fly.  7.  The  house  which  we  just  passed  is 
owned  by  my  father.  8.  Said  the  pieman  to  Simple  Simon,  *'Show  me 
first  your  penny."  9.  Come  back  as  soon  as  you  can.  10.  I  thought  you 
would  go.    11.  We  asked  him  to  help  us,  but  he  refused. 

Exercise  85. 

The  noun  clause  introduced  by  the  introductory  word  that. 

Make  clear  that  this  word  is  not  a  relative  pronoun,  because  it  has  no 
antecedent. 

1.  I  know  that  you  will  come.  2.  I  dreamed  that  I  dwelt  in  marble 
halls.  3.  She  said  that  she  would  like  to  come.  4.  That  the  world  is  round 
has  been  proved.  5.  "Do  not  give  up  the  ship,"  said  Perry.  6.  The  tired 
soldier  slept  while  he  rode  his  horse  along  the  road.  7.  Mother  did  not 
expect  that  we  should  return  so  soon  as  we  did.  8.  I  did  not  know  that 
the  man  whom  we  met  was  your  brother.  9.  That  we  must  breathe  fresh 
air  is  very  necessary.  10.  How  they  succeeded  in  climbing  the  steep  rocks 
is  a  mystery. 

Exercise  86. 

Review  of  the  noun  clause  in  connection  with  other  kinds  of  clauses. 

1.  Columbus  never  knew  that  he  had  discovered  a  new  continent.  2.  He 
thought  he  was  right,  but  he  was  not  quite  sure.  3.  I  have  learned  my 
spelling  and  my  geography,  but  I  forgot  that  I  must  work  ten  examples  in 
arithmetic.  4.  Hearing  that  the  bridge  over  the  river  was  not  safe  we  tool 
another  road  to  the  city.  5.  Knowing  that  you  expected  us  we  came 
although  it  rained.  6.  I  came  home  early,  fearing  that  you  might  be  left 
alone.    7.  Try  to  throw  the  ball  as  I  do.     8.  He  is  more  active  than  Will. 

9.  That  it  would  rain  was   a   condition  which   we   had  not   anticipated. 

10.  John  spends  more  money  than  he  earns. 

Exercise  87. 

A  general  review  of  sentences. 

1.  *  *  I  will  go  to  the  captain, ' '  said  the  sailor.  2.  That  you  can  not  do  the 
trick  is  evident.  3.  She  said  that  she  would  like  to  come.  4.  The  world 
will  not  anxiously  inquire  who  you  are.  5.  We  heard  that  he  had  gone  to 
the  country,  6.  His  first  thought  was  to  see  that  others  were  made  happy. 
7.  She  never  forgets  to  fill  my  seed-cup  and  my  glass  of  water.  8.  I 
pretend  that  I  am  in  the  woods.  9.  I  was  a  wretched  little  bird  when 
Helen's  mother  bought  me.  10.  He  swung  the  boxes  back  and  forth  until 
I  was  sick  and  dizzy.    11.  Soon,  if  the  weather  continues  pleasant,  we  shall 

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hear  him  sing.  12,  Then  the  robin's  great  feast  is  over,  and  he  leaves  us 
for  the  repast  which  is  awaiting  him  in  the  South.  13.  There  was  once  a 
boy  whose  eyes  were  so  true,  and  whose  hand  was  so  steady,  that  he  became 
a  very  good  marksman.  14.  From  morning  till  night  she  flew  over  fields 
and  woods,  getting  worms,  and  bugs,  and  seeds  for  her  babies.  15.  He 
realizes  that  he  has  been  fooled,  and  steals  off  through  the  forest.  16.  When 
the  dogs  are  on  their  tracks,  deer  follow  certain  well-known  paths  leading 
to  the  nearest  water.  17.  The  savage  Indians  still  live  in  wigwams  made  of 
bark  or  brush  and  skins.  18.  Here  in  the  spring,  in  the  broad  Susquehanna, 
are  caught  great  hauls  of  shad  and  herring.  19.  Before  the  Civil  War, 
negroes  who  were  engaged  in  laying  and  drawing  the  long  seines,  used  to 
sing  their  weird  songs  while  at  their  work.  20.  The  air,  the  earth,  and  the 
water  teem  with  plant  life.  21.  Four  gray  walls  and  four  gray  towers 
overlook  a  space  of  flowers.  22.  That  we  are  never  too  old  to  learn  is  a 
true  saying.  23.  He  often  wished  that  the  wind  might  rave.  24.  He  whose 
house  is  made  of  glass  must  not  throw  stones  at  another.  25.  When  school 
commenced,  Henry  was  in  his  seat.  26.  No  nation  can  be  destroyed  while 
it  possesses  a  good  home  life. 

Exercise  88. 

This  is  an  exercise  of  general  review,  especially  of  infinitives,  participles, 
phrases,  and  case  of  pronouns.  Begin  with  these  constructions  as  they 
appear  in  the  declension  and  conjugation  forms,  and  drill  upon  the  method 
of  their  construction.  See  to  it  that  this  fundamental  work  is  thoroughly 
done  before  proceeding  to  the  sentences.  Make  use  of  every  infinitive, 
participle,  and  pronoun  to  review  declension  and  conjugation  of  which  each 
is  a  part.  Also,  review  all  other  constructions,  such  as  mode  forms, 
adjectives,  and  adverbs  as  they  occur. 

1.  I  would  do  anything  for  the  advantage  of  him  or  her.  2.  The  children 
came  to  see  them  and  us.  3.  By  urging  him  against  his  will,  you  will 
accomplish  nothing.  4.  They  and  I  went  with  Mary  to  visit  her  friend. 
5.  We  ought  to  have  helped  you  with  your  work.  6.  Having  prevented  me 
from  doing  my  work,  the  baby  was  now  happy  to  be  the  sole  object  of  my 
attention.  7.  The  men  in  the  boat  were  observed  to  be  hoisting  a  sail  to 
prevent  themselves  from  being  carried  out  to  sea.  8.  We  ought  to  have 
been  working  our  examples.  9.  To  be  caught  in  a  trap  so  easily  was  a 
surprise  to  the  foolish  young  fox.  10.  Being  thus  injured  the  man  was 
unable  to  send  for  help.  11.  Having  been  nominated  for  the  office,  the 
candidate  made  every  effort  to  be  elected.  12.  She  asked  to  be  given 
another  opportunity.  13.  The  bird  was  pluming  its  feathers  while  it  sat 
upon  a  limb  of  the  tree.  14.  I  have  learned  nothing  concerning  their 
accident.  15.  The  explorers  of  the  ancient  ruins  dug  through  old  walls, 
finding  many  curious  ornaments  besides  jewels  and  old  coins.  16.  Except- 
ing a  few  accidents  the  expedition  was  a  success.  17.  He  fell  off  his  horse 
without  hurting  himself  in  the  least.  18.  The  river  steamer  ran  against 
a  mud  bank.  19.  We  found  many  flowers  along  the  roadside.  20.  Around 
the  house,  except  in  front,  ran  a  low  hedge. 

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Exercise  89. 

The  kinds  of  sentences,  relative  pronouns,  conjunctive  adverbs,  and  con- 
junctions are  the  special  review  of  this  exercise.  The  relatives'  and  the 
conjunctions  should  be  memorized,  and  the  conjunctive  adverbs  should 
receive  such  drill  that  they  would  be  recognized  by  sight  instantly,  and 
thus  become  a  hint  to  the  existence  of  dependent  clauses.  Do  not  waste  time 
upon  insistent  discussion  of  the  distinction  between  adjective  and  adverbial 
clauses,  as  no  common  errors  are  rooted  in  this  distinction. 

1.  Having  played  on  the  way,  Frank  reached  school  after  the  bell  had 
been  rung,  2.  The  children's  friends  had  a  merry  time  playing  in  the 
garden  as  long  as  the  weather  was  pleasant.  3.  Frank's  younger  brother 
does  not  play  football  so  well  as  he  did  when  he  went  to  high  school.  4.  The 
boys  who  laughed  at  the  old  woman  were  neither  courteous  nor  kind,  5,  The 
regiment,  as  soon  as  its  leader  had  been  killed,  turned  and  fled,  leaving  the 
wounded  to  die  on  the  field.  6.  That  old  man  not  only  saved  his  money,  but 
also  tried  to  prevent  others  from  unnecessary  waste.  7.  The  dogs  which 
had  been  unchained  were  barking  and  growling  at  the  two  men  entering 
the  big  gate.  8.  If  I  were  you  I  should  be  ashamed  of  getting  such  a  low 
mark  as  that,  9.  Even  though  I  were  the  richest  person  in  the  state,  I 
would  not  waste  my  money  so  foolishly.  10,  The  children  who  had  been 
at  the  head  in  spelling  worked  hard  in  order  that  they  might  stay  there 
during  the  term.  11.  To  whom  are  you  speaking?  12.  I  have  not  cared 
to  go  on  the  water  since  my  friend's  mother  and  sister  were  drowned. 
13,  Mary's  mother  and  father  waited  at  the  station  until  the  train  had 
disappeared  around  the  curve,  14.  Joe  and  Tom  are  going  to  the  circus, 
but  their  brother  was  naughty  and  has  to  stay  at  home.  15.  Before  the 
graduating  class  selected  their  pin  they  held  a  meeting  and  discussed  several 
designs.  16.  We  shall  spend  a  day  in  the  country  next  week,  provided  that 
your  mother  will  give  her  permission.  17.  The  boys  and  girls  were  laughing 
and  talking  at  the  door.  18.  That  he  had  been  here  since  you  left  is  true, 
but  to  keep  him  until  you  came  was  impossible.  19.  He  bought  not  only 
apples,  but  also  peaches.  20.  Whom  shall  we  follow  since  our  leader  failed  ? 
21,  In  order  that  he  might  help  our  country,  Lafayette  left  France  and 
came  to  America.  22.  As  long  as  the  river  continues  rising  the  flood  can 
not  be  stopped.  23.  The  boy  who  perseveres  will  surely  succeed.  24.  The 
ring  which  was  lost  iLas  been  claimed  by  the  owner,  25.  As  the  train 
approached  the  signal  was  given  to  close  the  gates.  26.  I  think  that  you 
arrived  immediately  after  he  left  home.  27.  She  stood  at  the  window 
pulling  down  the  shade  as  I  passed  by.  28,  That  work  will  be  finished  as 
soon  as  he  can  get  the  necessary  materials.  29.  The  lady  passed  by  before 
I  could  remember  her  name.  30.  That  book  which  is  lying  on  the  table 
has  not  been  opened  since  I  placed  it  there.  31.  The  customer  will  have  to 
wait  until  the  grocer  has  time  to  attend  to  him.  32.  We  shall  not  put  off 
our  trip  unless  it  rains.  33.  Provided  that  the  goods  which  you  intend  to 
send  are  well  packed,  no  harm  can  be  done  to  them.  34,  Although  the 
harbor  is  fortified,  it  is  wise  to  be  cautious.    35.  If  she  had  been  at  home. 


it  would  have  helped  to  make  the  matter  clear.  36,  The  people  trembled 
for  the  safety  of  the  ship  lest  it  be  wrecked.  37.  Kindly  write  this  letter 
immediately  in  order  that  it  may  be  ready  to  be  sent  away  at  mail  time. 

38.  The  man  whom  he  sent  for  remained  seated  until  he  was  called  forward. 

39.  He  went  skating  in  the  morning,  and  in  the  afternoon  he  took  a  walk 
through  the  park,  40,  The  book  can  be  taken  from  the  library  either  to-day 
or  to-morrow,  41.  In  the  battle  neither  the  general  nor  his  soldiers  showed 
fear.  42.  He  was  not  only  a  great  soldier,  but  also  a  statesman.  43.  He 
will  continue  his  work  as  soon  as  he  returns  from  the  country.  *  44.  Remind 
me  of  the  letter,  lest  I  should  forget  to  mail  it.  45.  Since  you  come  to  me 
as  a  friend  I  will  help  you.  46.  The  president  left  before  we  had  a  chance 
to  see  him.  47.  The  general,  standing  to  the  right,  is  the  one  who  won  the 
victory.  48.  The  gentleman  M^hom  we  admired  has  been  given  a  better 
position.  49.  The  horse  that  met  with  an  accident  is  now  lame.  50.  The 
cities  which  he  visited  are  all  in  Spain.  51.  The  general  started  out  to 
besiege  the  town,  but  was  stopped  in  his  march.  52.  He  was  not  only 
ambitious,  but  he  also  accomplished  the  things  which  he  undertook. 
53.  After  the  fog  had  cleared  the  sun  came  out.  54.  The  man  worked  as 
long  as  the  day  lasted.  55.  The  girl  has  been  ill  since  she  ate  too  much  ice 
cream.  56.  School  will  not  close  until  the  rains  make  the  roads  impassable. 
57,  You  may  take  any  book  except  this  one.  58.  They  were  afraid  lest 
the  moon  fall  upon  them.  59.  We  hurried  in  order  that  we  might  reach 
school  in  time.  60.  Who  wrote  a  composition  on  coal  ?  61.1  wish  that  you 
would  do  this  for  me.    62.  The  firemen  came  before  the  house  was  burned. 

63.  As  soon  as  the  rainy  season  comes  the  birds  go  to  the  southern  lands. 

64.  I  have  read  a  great  deal  since  I  have  joined  the  public  library.  65.  We 
will  go  on  a  picnic  Saturday,  provided  that  it  does  not  rain, 

SPECIAL   CONSTRUCTIONS. 
Exercise  90  (a,  b,  c). 

These  three  exercises  take  up  the  form  of  the  appositive,  exercise  (o) 
offering  the  types  in  which  the  appositive  is  a  noun  or  pronoun;  exercise 
(&),  in  which  the  appositive  is  a  phrase,  and  exercise  (c),  in  which  the 
appositive  is  a  clause.  Make  it  clear,  in  exercise  (a),  that  the  appositive 
is  identical  in  meaning  with  the  word  with  which  it  is  in  apposition  and 
there  will  then  be  little  trouble  to  make  the  same  fact  clear  with  reference 
to  phrases  and  clauses. 

(a)  1.  John,  the  gardener,  mowed  the  lawn.  2.  Brown,  the  engineer  of 
the  train,  lost  his  life  in  the  collision.  3.  The  poem.  Snowbound,  was  read 
mth  much  enjoyment  by  the  class.  4.  Dickens,  the  novelist,  wrote  the 
charming  story.  Old  Curiosity  Shop.  5.  I  have  taken  my  dress  to  Miss 
Thomas,  the  dressmaker.  6.  The  party  of  tourists  climbed  Mount  Shasta, 
one  of  the  highest  peaks  in  California.  7.  We  sailed  through  Golden  Gate, 
the  entrance  to  San  Francisco  bay.    8.  It  is  I,  your  brother. 

(&)  1.  It  is  wrong  to  tell  a  lie.  2.  It  was  my  privilege  to  be  present. 
3.  It  was  always  his  intention  to  do  the  right  thing.    4.  Victoria,  Queen  of 

(72) 


England,  reigned  many  years.    5.  It  is  our  duty  to  be  cheerful  at  all  times. 

6.  The  pass  was  guarded  by  Leonidas,  the  King  of  the  Spartans,  with  three 
hundred  brave  soldiers.  7.  It  requires  work  to  keep  a  room  in  order. 
8,  Come  and  stay  with  me,  your  old  friend.  9.  It  is  a  pleasure  to  help  a 
willing  pupil.     10.  You  yourselves  must  decide  this  question. 

(c)  1.  It  was  my  wish  that  you  should  go  with  me.  2.  It  is  hardly 
fair  that  he  should  do  this  extra  work.  3.  I  have  asked  Mr.  White,  a 
neighbor,  to  assist.  4.  It  is  probably  not  true  that  as  many  have  been 
killed  as  first  reports  would  indicate.  5.  We  are  trying  to  find  Mr.  Black, 
the  grocer.    6.  It  is  time  that  something  were  done  to  remedy  this  trouble. 

7.  I  believe  it  is  a  wise  thing  to  cultivate  the  soil  thoroughly  before  plant- 
ing. 8.  It  was  not  the  expectation  of  Columbus  that  he  would  discover  a 
new  continent.  9.  She  spoke  of  her  cousin,  Mary,  in  the  warmest  terms 
of  affection.  10.  It  is  my  determination  that  I  shall  not  return  until  I 
have  been  successful.  11.  Franklin,  the  philosopher  and  statesman,  was 
American  minister  to  France.  12.  Mr.  Roberts,  the  teacher,  gave  this  book, 
a  grammar,  to  Henry,  his  oldest  pupil.  13.  The  poet,  Spenser,  lived  and 
wrote  in  the  reign  of  Elizabeth.  14.  The  lamp  of  man's  life  has  three 
wicks,  brain,  blood,  and  breath.  15.  It  was  one  well  known  to  him  in 
former  days,  a  shepherd  lad. 

Exercises  91  and  92. 
The  factitive  complement. 

It  is  unfortunate  to  multiply  special  cases  and  new  names.  For  this 
reason  it  would  be  better,  perhaps,  unless  local  courses  of  study  positively 
require  it,  not  to  teach  the  name,  but  to  treat  factitive  complement,  when 
a  noun,  as  in  apposition;  in  the  case  of  adjectives  and  participles,  treat 
them  merely  as  modifiers,  for  example,  in  the  sentence.  Paint  the  house  red, 
teach  the  pupils  to  regard  red  merely  as  an  adjective  modifier  of  house. 

1.  They  proclaimed  Alphonso  king.  2.  They  named  the  city  Rome. 
3.  The  Americans  elected  Roosevelt  president.  4.  The  engine  has  pumped 
the  well  dry.  5.  We  are  going  to  paint  the  house  red.  6.  Everybody 
believed  him  an  impostor.  7.  The  awful  sight  turned  my  blood  cold.  8.  It 
is  hard,  under  such  circumstances,  to  keep  quiet.  9.  Such  insults  made  him 
very  angry.  10.  Keep  the  door  locked.  11.  I  consider  him  honest. 
12.  Idleness  makes  a  man  poor.  13.  Labor  makes  a  man  thrifty.  14.  We 
found  him  studious  and  attentive.    15.  The  doctor  considers  her  very  sick. 

1.  The  boys  themselves  made  John  their  captain.  2.  The  jury  found  the 
prisoner  guilty.  3.  Running  made  us  tired.  4.  It  was  his  idea  that  they 
should  make  the  slaves  free.  5.  Washington,  our  first  president,  made  our 
country  respected  by  foreign  nations.  6.  It  is  a  pleasure  to  help  those 
who  help  themselves.  7.  They  chose  William  umpire.  8.  He  was  shot  dead. 
9.  It  is  comfortable  to  feel  that  we  are  in  no  way  to  be  blamed.  10.  His 
courage  made  the  undertaking  a  complete  success. 


(78) 


The  indirect  object.  Exercise  93. 

Do  not  teach  the  term,  indirect  object,  but  train  the  pupils  to  supply 
the  missing  prepositions  forming  prepositional  phrases.  A  little  practice 
will  make  this  device  easy. 

1.  John  wrote  his  mother  a  letter.  2.  She  gave  him  a  book.  3.  Will 
you  do  me  a  favor?  4.  Forgive  us  our  debts  as  we  forgive  our  debtors. 
5.  To  eat  much  salt  makes  me  thirsty.  6.  He  has  already  brought  me  a 
book.  7.  The  gift  of  the  flowers  made  the  invalid  happy.  8.  The  little 
girl  showed  the  doctor  her  sore  finger.  9.  We  gave  them  food  and  clothing, 
10.  It  is  wise  to  be  upon  our  guard. 

Exercise  94. 

'^ There"  used  as  an  introductory  word  or  expletive. 

There  must  be  much  drill  upon  this  form  or  pupils  will  thoughtlessly 
declare  there  is  the  subject.  They  must  be  drilled  until  they  recognize  by 
sight  this  kind  of  special  construction.  Insist  upon  following  the  analysis 
form  for  finding  the  subject.  Teach  that  there  in  such  a  sentence  is  an 
introductory  word. 

1.  There  is  a  delightful  breeze.  2.  There  is  to  be  a  wedding  next  week, 
to  which  we  are  all  to  be  invited.  3.  There  will  be  an  eclipse  of  the  moon 
to-night.  4.  There  was  a  certain  rich  man  in  Damascus.  5.  There  is  no 
one  here.  6.  There  are  many  men  in  the  plot.  7.  There  were  giants  in 
those  days.  8.  There  comes  a  time  when  we  must  die.  9.  We  heard  there 
was  to  be  a  picnic.    10.  I  want  to  go  if  there  is  time. 

The  word  what.  Exercise  95. 

In  the  first  sentence  what  may  be  classed  as  a  pronoun,  the  object  of  the 
verb  mean  in  the  noun  clause,  what  you  mean.  The  second  and  third 
sentences  offer  similar  constructions.  In  the  fourth  sentence  what  modifies 
time  as  an  adjective,  pointing  out  time;  the  fifth  sentence  illustrates  a 
similar  use.  In  the  sixth  sentence  what  is  equivalent  to  that  which,  and  of 
these  words  that  is  the  object  of  take,  and  which  is  a  relative  pronoun, 
object  of  need  and  having  for  its  antecedent  that;  the  remainder  of  the 
sentences  belong  to  the  last  named  type. 

1.  I  wonder  what  you  mean.  2.  I  know  what  you  think.  3.  What  does 
two  times  two  make?  4.  I  inquired  what  time  it  was.  5.  I  see  what  kind 
of  a  man  he  is.  6.  Take  what  you  need.  7.  Do  you  remember  what  you 
heard  ?  8.  What  she  earns  nearly  supports  the  entire  family.  9.  I  thought 
of  what  the  old  sailor  had  told  me.  10.  The  fire  destroyed  what  was  in  the 
building.    11.  A  more  honest  man  than  he  does  not  live. 


(74) 


Exercise  96. 

The  use  of  a  possessive  pronoun  or  noun  as  the  attribute  violating  the  com- 
mon requirement  that  the  attribute  must  be  in  the  nominative  case. 
The  possessive  can  be  treated  as  a  modifier  of  a  noun  understood.  The 
tenth  sentence  really  means,  "The  apple  you  have  is  John's  apple."  In 
the  case  of  the  pronouns,  the  form  mine  is  equivalent  to  my  (house),  his  to 
his  (hat),  theirs  to  their  (papers),  etc.  It  may  be  easier  to  treat  the 
construction  in  most  cases,  however,  as  an  exception. 

1.  That  tall  white  house  on  the  corner  is  mine.  2.  The  hat  on  the  last 
hook  in  the  hall  is  his.  3.  The  book  was  his.  4.  The  papers  proved  to  be 
theirs.  5.  His  brave  deed  made  him  famous.  6.  You  will  find  what  you 
are  looking  for  in  the  library.  7.  They  told  us  the  truth.  8.  The  janitor 
swept  the  floor  clean.  9.  There  are  many  pupils  in  this  school.  10.  The 
apple  you  have  is  hers. 

Exercise  97. 

After  the  verbs  please,  let,  make,  and  a  few  others,  the  sign  of  the  infinitive 
to  is  frequently  omitted. 

The  construction  should  be  explained  and  receive  some  drill  to  make  it 
familiar,  as  the  form  is  a  serious  stumbling  block  to  pupils.  Please  come 
is  equivalent  to  Please  to  come;  Please  let  me  come  is  equivalent  to  Please 
to  let  me  to  come,  etc. 

1.  Please  come.     2.  Let  me  go.     3.  Please  help  me.     4.  Let  me  see  it. 

5.  Please  tell  me  what  you  intend  to  do.  6.  That  makes  me  feel  better. 
7,  I  shall  let  him  take  the  book  when  you  have  finished  with  it.  8.  Make 
him  come  in. 

Interjections.  Exercise  98. 

It  has  been  usual  to  make  a  special  part  of  speech  of  interjections,  and 
they  have  consequently  been  thrown  into  unnecessary  importance.  It  is 
well  to  give  a  lesson  or  so  upon  them,  using  the  term  interjection.  They 
need  no  special  language  form.    Simply  name  them. 

1.  Oh!  Please  come.  2.  Alas!  It  is  sad.  3.  Hurrah!  We  have  won. 
4.  Indeed!  I  can  hardly  believe  it. 

Exercise  99. 

Review  of  special  constructions. 

1.  It  is  unfortunate  that  Mr.  Jones,  the  hatter,  has  failed  in  his  business. 
2.  He  made  us  keep  silent.  3.  Drill  has  made  him  efficient  in  his  studies. 
4.  Please  get  me  that  hammer.     5.  He  generally  finds  what  he  looks  for. 

6.  I  like  your  hat  better  than  hers.  7.  Please  let  me  hear  from  you.  8.  It 
is  likely  that  he  will  come. 

(75) 


FALSE  SYNTAX. 

The  grammar  texts  of  a  generation  ago  placed  emphasis  on  false  syntax. 
An  immense  amount  of  drill  was  given  in  the  classroom  upon  the  construc- 
tion of  faulty  sentences  provided  by  the  text-books.  The  texts  were  filled, 
not  only  with  sentences  in  current  use,  but  also  with  errors  never  made, 
though  they  might  be.  The  modern  pedagogy  invented  a  rule  that  a  child 
should  never  see  a  wrong  form,  and  a  wave  of  protest  swept  all  of  the 
false  syntax  from  grammar  teaching.  Children  should  never  see  nor  hear 
wrong  forms.  As  well  might  we  commence  a  campaign  against  drunkenness 
by  forbidding  any  illustrations  of  the  evil  of  drunkenness  in  our  campaign 
literature,  however  manifest  the  evidences  about  us.  Such  a  complete 
removal  of  false  syntax  from  the  schoolroom  drill  was  as  manifestly  absurd. 
Clearly  enough,  we  need  not  introduce  new  wrong  forms  to  the  pupils,  as 
the  old  grammarians  did,  but  on  the  other  hand,  it  is  folly  to  avoid  reference 
to  the  errors  which  children  daily  hear  and  themselves  use,  if  we  hope  to 
educate  them.  It  does  not  follow  that  **It  ain't  me"  is  incorrect  merely 
because  "It  isn't  I"  is  correct.  From  the  standpoint  of  the  uninformed 
both  might  be  incorrect. 

From  this  standpoint  it  is  clear  that  we  need  drill  in  correction  of  the 
errors  which  are  in  current  use.  Pupils  need  to  learn  that  certain  definite 
constructions  are  wrong  and  to  be  drilled  upon  the  grammatical  reasons 
to  determine  the  error.    S-uch  classes  of  errors  are  given  in  this  Bulletin. 

Exercise  100. 

Confusion  of  adjectives  with  adverbs. 

The  confusion  of  adjectives  with  adverbs  is  one  of  the  most  common  with 
which  we  have  to  contend.  Success  will  mean  that  the  pupils  have  clearly 
mastered  the  following  points,  and  it  is  uesless  to  proceed  until  they  have 
done  so:  (1)  That  adjectives  can  not  modify  verbs,  adverbs,  or  other 
adjectives,  and  that  adverbs  can  not  modify  nouns  or  pronouns;  (2)  that 
a  number  of  words  have  adjective  and  adverbial  form,  the  adverb  usually 
being  formed  from  the  adjective  by  adding  ly;  (3)  that  in  the  case  of  an 
attribute  complement  the  adjective  modifies  the  subject,  and  if  the  word 
modifies  the  verb,  then  it  is  an  adverb.  In  the  first  sentence,  for  example, 
the  question  to  determine  is  whether  the  idea  expressed  by  loud  (or  loudly) 
affects  the  bell  or  the  act  of  ringing.  Therefore,  the  word  must  be  an 
adverb  and  must  have  the  adverbial  form  loudly.  Success  will  hinge  upon 
the  teacher 's  ability  to  focus  the  pupil 's  attention  upon  the  question  whether 
it  is  the  subject  or  the  predicate  which  is  affected. 

The  following  language  form  should  be  learned.  The  adjective  loud  is 
here  used  to  modify  the  meaning  of  the  verb  rang.  Therefore,  the  sentence 
is  incorrect.  Loud  should  be  loudly,  and  the  sentence  should  be,  "The  bell 
rang  loudly."     *  Indicates  correct  sentence. 

1.  The  bell  rang  loud.  2.  The  girl  sang  sweet.  3.  The  sky  looked  clearly. 
*4.  The  boy  ran  swiftly.     5.  The  clerk  wrote  rapid.     6.  The  train  moves 

(76) 


quick.  7.  The  balloon  rose  steady.  8.  The  post  was  placed  firm  in  the 
ground.  9,  The  water  appears  smoothly.  10.  He  did  his  work  noble. 
11.  She  looked  comfortably.  12.  The  house  was  furnished  comfortable. 
*13.  It  was  a  comfortable  looking  chair.  *14.  He  speaks  very  strangely. 
15.  She  sings  very  nice.  16.  She  draws  accurate.  *17.  The  rose  smells 
sweet.  18.  He  writes  good.  19.  Eun  home  quick.  *20.  The  house  seems 
very  nice  and  comfortable. 

Exercise  101. 
Agreement  of  predicate  with  subject. 

The  most  glaring  and  the  most  frequent  class  of  error  is  the  lack  of 
agreement  of  the  predicate  and  the  subject  in  number.  However,  the 
blunder  occurs  most  frequently  in  certain  constructions:  With  you  as  the 
subject  and  in  the  third  person  singular  of  the  present  and  present  perfect 
tenses.  It  can  not  occur  in  most  forms  because  the  singular  and  plural  are 
identical.  We,  therefore,  should  centralize  our  drill  upon  the  common 
forms. 

See  to  it,  first,  that  the  pupils  know  their  conjugation  forms,  especially 
know  that  the  third  person,  singular,  of  the  present  tense  ends  in  s,  that  has 
and  not  have  is  used  in  the  third  person,  singular,  of  the  present  perfect 
tense ;  that  in  the  past  tense  of  the  verb,  to  be,  was  is  used  only  in  the  first 
and  third  persons  of  the  singular  number.  Place  is,  are,  was,  and  were  upon 
the  board  and  drill  to  secure  instantaneous  recognition  of  the  number 
of  each. 

As  a  language  form  use  the  following:  "The  subject  men  is  in  the  plural 
number,  but  the  predicate,  was  walking,  is  singular.  It,  therefore,  does  not 
agree  with  rnen,  the  subject,  which  is  in  the  plural  number;  was  walking 
should  be  in  the  plural  number  to  agree  with  men.  Therefore,  was  walki7ig 
should  be  were  walking,  and  the  sentence  should  read.  The  men  were 
walking. ' ' 

This  language  form  can  not  be  used  in  the  case  of  you  as  a  subject, 
because  you  is  really  singular.  The  form  for  this  should  be  simply :  '  *  The 
predicate,  was,  does  not  agree  Avith  its  subject  you;  was  should  be  were, 
and  the  sentence  should  read,  "You  were  there." 

1.  The  men  was  walking  rapid.  2.  They  was  right.  3.  I  is  sick.  4.  The 
folks  is  in  the  country.  5.  How  many  men  was  there  ?  6.  Was  the  girls  in 
the  room?  7.  All  the  women  was  on  one  side  of  the  room.  8.  She  paints 
very  nice.  *9.  The  cows  were  in  the  garden.  10.  That  makes  me  feel 
good.  11.  Was  the  children  at  school  to-day?  12.  That  butter  tastes 
badly.  13.  Was  they  looking  good ?  14.  You  was  there.  *15.  Was  "as /'' 
in  the  right  place?  16.  I  feel  pretty  good  this  morning,  17.  The  desks 
was  scratched.    *18.  Are  the  men  going?    19.  Was  you  sick? 

Doesn't  and  don't  Exercise  102. 

This  type  falls  under  the  general  principle  treated  in  Exercise  2.  Teach 
first  the  conjugation  of  do  in  the  present  tense,  and  drill  in  the  immediate 
recognition  that  doesn't,  equivalent  to  does  not,  is  in  the  singular  third 

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person,  and  doesn't  occur  in  all  other  persons  nor  in  the  plural  number. 
Use  the  same  language  form. 

1.  He  don't  see  me.  2.  She  don't  mean  it.  3.  It  don't  matter.  4.  He 
don't  run  fast.  *5.  I  don't  understand  you.  6.  Why  don't  he  finish  his 
work  more  prompt?  7.  That  man  don't  like  work.  8.  Don't  the  teacher 
know  that  you  don't  understand  the  example?  9.  John  doesn't  go  where 
his  mother  don't  want  him  to  go.  10.  Rain  don't  fall  here  very  often. 
11.  This  fish  don't  taste  well.    12.  The  carpenter  don't  file  his  saw  sharply. 

« 

Exercise  103. 
Subjects  connected  by  and. 

Two  or  more  singular  subjects  connected  by  the  conjunction  and  are 
plural  in  number,  and  require  a  verb  in  the  plural  number. 

The  error  is  not  very  frequent  in  occurrence.  The  trouble  arises  with 
the  use  of  a  phrase  modifying  a  singular  subject  which  is  introduced  by 
the  preposition  with,  for  example,  Sentence  1.  To  distinguish  these  con- 
fusing forms  is  the  purpose  of  the  exercise. 

1.  Mary  with  her  friends  were  playing  under  the  tree.  2.  The  ship 
with  all  her  passengers  were  lost.  3.  The  boy  with  his  playmates  have  gone 
upon  a  picnic.  *4.  The  boy  with  his  sisters  has  played  around.  5.  The 
mother  with  the  children  were  drowned.  6.  Mary  and  Edith  come  home 
early.  *7.  The  dog  and  the  cat  play  together.  8.  Seven  and  eight  is 
fifteen.  9.  The  girl  with  her  friends  walk  home  every  day.  10.  The  girl 
and  her  friend  walks  home  every  day.  11.  The  name  of  the  brothers  who 
were  in  the  party  of  men  were  Smith.  12.  He  with  others  come  prompt 
every  day.  *13.  The  horse  and  cow  have  been  sold  cheaply.  *14.  Mr.  Jones 
together  with  many  others  has  gone  to  the  new  gold  fields.  15.  The  house 
and  the  barn  has  been  burned  complete.  *16.  Four  thousand  dollars  is  the 
price  of  the  house  and  furnishings  complete. 

Exercise  104. 

Subjects  connected  by  or,  either-or,  and  neither-nor. 

Singular  subjects  connected  by  or,  either-or,  or  neither-nor  are  singular, 
and  require  a  singular  predicate. 

This  type  needs  to  be  brought  in  contrast  with  the  forms  of  the  preced- 
ing type. 

1.  John  or  Frank  have  been  here.  2.  The  boy  or  his  friend  are  coming. 
3.  A  horse  or  a  cow  have  broken  the  fence.  *4.  A  horse  and  a  cow  have 
broken  the  fence.  5.  Mary  or  her  sister  don't  ask  foolish  questions. 
6.  The  train  with  its  passengers  have  gone  over  the  embankment.  7.  Rain 
or  bad  weather  don't  prevent  him  from  doing  his  work,  *8.  I  don't  know 
whether  apples  or  peaches  have  been  planted  in  the  garden.  9.  Either  the 
captain  or  the  lieutenant  are  going  upon  the  important  mission.  10.  Neither 
Mary  nor  Alice  have  come.  11.  Either  the  dog  or  the  cat  have  killed  this 
rat.  12.  Neither  the  man  nor  the  woman  were  hurt.  13.  Was  you  the  one 
who  broke  the  window  ? 

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Exercise  105.  ^ 

Subjects  preceded  by  each,  every,  no. 

Subjects  preceded  by  each,  every,  and  no  are  singular,  and  consequently 
their  predicates  must  be  singular. 

This  rule  of  syntax  is  very  frequently  violated.  Explain  the  rule  to 
pupils,  and  drill  upon  the  sentence  for  clear  recognition  of  the  subject. 
As  a  language  form  use  the  following :  ' '  The  predicate  have  does  not  agree 
with  its  subject  each  which  is  singular.  Therefore,  have  should  be  has,  and 
the  sentence  should  read,  etc. 

1,  Each  of  the  boys  have  a  new  hat.  *2.  No  one  pays  for  his  meal. 
*3.  Each  of  the  dogs  wears  a  collar.  4.  Each  of  you  are  to  receive  a  prize. 
5.  Every  one  of  us  remember  the  great  earthquake.  6.  Every  one  of  the 
men  work  hard.  *7.  Neither  the  apples  nor  the  peaches  taste  good.  *8.  Each 
of  the  boys  with  his  sisters  is  going  to  give  a  party.  9.  Every  one  of  them 
examples  is  wrong.  10,  Every  one  of  them  feel  good.  11.  No  one  expect 
to  win  the  prize.  *12.  Either  the  lamp  or  the  stove  is  smoking  dreadfully. 
13.  No  one  among  the  boys  are  to  leave. 

Exercise  106. 

Omission  of  predicate  in  dependent  clauses. 

Dependent  clauses  introduced  by  than,  as,  and  a  few  other  conjunctive 
adverbs  frequently  omit  the  predicate.  "He  must  be  stronger  than  she" 
is  equivalent  to  "He  must  be  stronger  than  she  is."  A  common  error 
occurs  in  the  use  of  the  objective  form  for  the  nominative  form  necessary 
for  the  subject.  Drill  in  expanding  the  clause  by  the  addition  of  the 
subject  understood,  and  upon  the  fact  that  the  subject  must  be  in  the 
nominative  case. 

1.  He  must  be  stronger  than  her.  2.  That  music  sounds  nicely.  3.  Each 
garden  in  the  town  look  remarkable  prettily  at  this  season  of  the  year. 
4.  Neither  John  or  Henry  write  as  good  as  her.  5.  That  sentence  sounds 
rightly.  6.  Alice  is  a  better  student  than  him.  7.  The  trees  and  grass  in 
the  fields  is  growing  nice.  *8.  Neither  of  them  has  appeared  comfortable. 
9.  John  with  all  the  other  fishermen  do  not  usually  catch  as  many  fish 
as  I.  10.  Every  pupil  in  the  class  work  the  examples  correct.  11.  They  are 
wiser  than  us.  12.  Jennie  does  not  seem  so  happily  as  me.  13.  The  cause 
of  all  these  troubles  are  yet  to  be  found.  14.  Many  rooms  in  the  house  is 
unfurnished.  15.  All  of  us  was  at  the  picnic.  16.  What  sound  have  'each 
of  the  vowels?  17.  There  was  seven  books  on  the  table.  18.  We  expected 
that  you  was  coming  to  see  us.  19.  What  is  the  dimensions  of  the  room? 
20.  In  the  menageries  at  Paris  there  was  lions  and  tigers.  21.  The  regiment 
consist  of  a  thousand  men.  22.  The  fruit  on  the  trees  in  our  neighbor's 
orchards  are  ripe.  *23.  There  is  a  flock  of  birds.  24.  Were  it  he  or  she 
whom  you  saw  Avhen  you  were  there?  25.  Those  boys  on  the  sidewalk  is 
going  home.  26.  In  the  lake  there  was  a  good  many  shells.  27.  Either  the 
captain  or  she  start  at  daybreak  for  the  trip.     28.  Was  you  the  one  who 

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made  those  boxes?  29.  There  is  two  subjects  in  the  sentence.  30.  The 
consent  of  his  father  or  mother  were  asked.  *31.  The  cat  and  her  kittens 
were  drowned.  *32.  There  were  a  great  many  spectators.  33.  The  girl  or 
her  sister  are  coming  to-night.  *34.  There  were  twenty  girls  at  the  party. 
35.  The  man  and  his  dog  is  here.  36.  The  house  and  furniture  was  burned. 
37.  There  was  seven  crows  sitting  on  the  fence.  38.  Mary  and  her  friends 
is  playing.  39.  Either  the  girl  or  her  sister  go  there.  *40.  The  boy  and  his 
playmate  were  lost.  41.  Five  and  eight  is  thirteen.  42.  What  is  the  length 
and  breadth  of  this  lot  ?    43.  He  and  she  was  standing  in  the  yard. 

Agreement  of  pronouns.  i!*xercise  10/. 

A  pronoun  must  agree  with  its  antecedent  in  number.  Teach  this  and 
explain  it.  No  singular  pronoun  can  stand  for  a  plural  noun,  nor  can  a 
plural  pronoun  stand  for  a  singular  noun. 

Use  sentences  to  illustrate  the  different  uses,  and  then  put  the  incorrect 
sentences  on  the  board. 

The  most  common  violations  of  this  rule  seem  to  occur  when  the  ante- 
cedent  is   used   with   each,   every,   no,   either-or,   and   neither-nor.     The 

language  form  to  be  followed  should  be  as  follows :  '  *  The  pronoun 

is  plural  in  form.     It  must  agree  with  its  antecedent  in  number. 

■ is  singular.    Therefore,  the  pronoun should  be and 

the  sentence  should  read  ** ." 


1.  No  one  has  done  their  w^ork.  2.  Every  man  was  expected  to  be  in 
their  place.  3.  Every  child  who  has  finished  their  work  must  hold  up  their 
hands.  *4.  No  man  who  had  entered  the  army  had  lost  his  position.  5.  No 
one  should  ask  many  questions  unless  they  do  not  understand.  6.  Either 
Alice  or  May  must  write  their  lesson.  *7.  Either  the  teacher  or  the  pupil 
must  tell  his  story.  8.  Either  Mary  or  James  must  send  their  address. 
9.  Neither  James  nor  Frank  has  lost  their  hats.  *10.  Neither  the  man  nor 
the  woman  had  earned  his  wages.  11.  Neither  Alice  nor  Harry  have 
written  their  lessons.  *12.  Neither  Mary  nor  James  has  gone  to  his  home. 
13.  No  one  should  lose  their  temper  so  easily.  14.  Neither  James  nor  Frank 
had  sent  their  letters.  *15.  Neither  the  teacher  nor  the  child  had  found 
his  hat.  16.  Neither  Alice  nor  May  had  found  their  doll.  *17.  Each  -of 
the  boys  has  lost  his  slate.  18.  Each  of  the  men  lost  their  way.  19.  Every 
boy-  sent  their  answer.  20.  Let  every  child  in  the  room  hold  up  their  hand. 
21.  'Each  of  the  messengers  hurried  to  their  work.  22.  England  expects 
every  man  to  do  their  duty.  23.  Every  one  of  us  have  lost  their  books. 
*24.  Each  of  the  scholars  lost  his  hat.  25.  Each  of  the  officers  must  send 
their  reports  to  headquarters.  26.  Every  girl  gave  their  word.  27.  I  know 
that  every  man  will  give  their  share.  28.  Each  boy  threw  down  a  flower  as 
they  passed  the  grave. 


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Exercise  108. 

Case  of  pronouns  as  siibjects,  attributes,  and  objects. 

Pronouns  used  as  subjects  or  as  attribute  complements  must  be  in  the 
nominative  case. 

Pronouns  used  as  objects  of  verbs,  prepositions,  infinitives,  or  participles 
must  be  in  the  objective  case. 

The  language  forms  should  be  as  follows:  ** (the  pronoun  in  the 

wrong  case)  is  the  subject  (or  attribute)."    It  must,  therefore,  be  in  the 

nominative  case.     The  objective  form  is  here  used.     Therefore,  

should  be ,  and  the  sentence  should  read:  '* 

Or: 

** (the  pronoun  in  the  wrong  case)  is  the  object  of  the  verb  (prepo- 


sition, infinitive,  or  participle)    ."     It  must,  therefore,  be  in  the 

objective  case.     The  nominative  form  is  here  used.     Therefore,  

should  be ,  and  the  sentence  should  read:  ** ." 

1.  It  is  him.  2.  It  is  her.  *3.  It  is  she.  4.  It  was  us.  5.  It  was  them. 
6.  It  was  her.  7.  That  was  me  who  wrote  the  letter.  8.  John  said  that  it 
was  him.  *9.  I  know  that  it  was  she.  *10.  John  knew  that  it  was  you. 
11.  He  called  in  a  wee  small  voice,  "It  is  me."  12.  Did  you  think  John 
was  me?  13.  Suppose  that  person  were  me.  14.  It  is  not  me  who  you 
ought  to  blame.  15.  That  was  her  who  broke  your  window.  16.  He  called 
out,  "I  am  him."  17.  It  will  be  him  who  offers  to  do  the  work.  *18.  It 
was  they.  19.  It  will  be  her  who  gets  the  candy.  20.  It  must  be  him  whom 
you  saw.  21,  It  never  will  be  us.  22.  It  must  never  be  them  who  make  the 
mistakes.  23.  Who's  there?  It's  me.  24.  I  wish  to  see  Mr.  Smith.  Are 
you  him?  25.  Do  you  know  John  Anson?  Yes,  that's  him.  26.  **I  asked 
to  see  your  sons.  Are  these  them?"  "Yes,  these  are  them..  Shall  I  tell 
you  their  names?"  27.  "It's  her!  There  she  is!"  cried  the  children. 
28.  Yes,  it  was  him, — the  famous  Admiral.  29.  I  wish  it  hadn't  been  me 
that  broke  the  window.  30.  The  best  grammarians  in  the  village  are  us 
four  girls.  31.  Whom  did  you  say  it  was  ?  *32.  Whom  would  you  like  to 
see?  33.  Whom  do  you  think  he  was?  34.  Do  you  know  whom  he  is? 
35.  Whom  did  you  say  it  was  that  gave  it  to  you  ?  36.  It  was  the  girl  whom 
I  thought  it  was.  *37.  Who  did  you  say  you  thought  it  was  ?  38.  If  there 
were  a  rogue  in  the  world  it  is  me.  39.  Either  James  or  me  must  do  the 
work.  40.  Such  a  man  as  him  never  could  be  president.  41.  Either  Prank 
or  him  has  been  here.  42.  Neither  us  nor  she  can  walk.  43.  Whom  did  you 
say  had  finished  the  book?  44.  He  is  taller  than  me.  45.  She  is  not  one 
whom  I  thought  would  do  this.  46.  You  and  me  will  go  together.  47.  Is 
James  as  old  as  me  ?  *48.  Who  do  you  think  called  upon  me  this  morning  ? 
49.  My  brother  is  a  better  swimmer  than  him.  50.  Neither  she  nor  me 
will  go.  51.  Neither  John  nor  her  has  written.  52.  I  saw  the  woman  whom 
all  said  was  beautiful.  53.  He  said  that  John  and  me  were  to  go.  54.  He 
decided  that  James,  him,  and  she  should  be  permitted  to  go.  55.  I  wonder 
if  James  and  them  are  going.  56.  Both  Frank  and  him  have  written  the 
letters.     *57.  Who  do  you  think  has  written  to  me?     58.  Whom  do  you 

6— G  (81) 


believe  has  been  here?  59.  I  wrote  to  Mr,  Smith  whom  I  believe  lives  on 
Waller  street.     60.  I  sent  the  letter  to  Nan  whom  I  know  is  not  well. 

61.  You  gave  the  book  to   the  boy  whom  you  know   don't   deserve   it. 

62.  Whom  did  you  say  lives  in  this  house?  *63.  A  person  who  I  think  was 
Mr.  Thompson  came  down  the  street.  64,  Whom  do  you  suppose  is  the 
author  of  that  book  ?  *65,  It  is  hard  to  fight  those  who  you  know  are  right, 
66,  He  came  to  see  Frank  and  I,  67,  They  wrote  a  letter  to  Mary  and  I, 
68.  I  met  Frank  and  he  on  the  way  to  school,  *69,  I  gave  the  hat  to  you, 
*70,  She  sent  me  to  him  and  her,  71,  Who  did  you  call?  72,  There  goes 
the  man  who  we  met  yesterday,  73,  Who  do  those  pagans  worship? 
74.  With  who  do  you  sit?  *75.  Do  you  know  whom  I  fear?  76,  Who  did 
your  father  take  with  him?  *77,  He  will  not  tell  whom  he  robbed,  78,  I 
know  who  you  love,  79,  Who  do  you  think  I  saw?  80,  They  who  are 
industrious,  time  will  reward,  81.  Who  do  you  think  I  met  on  my  way 
home?  82,  Who  are  you  determined  to  send  on  such  a  mission?  83.  Our 
father  bought  you  and  I  a  present.  84,  The  man  who  we  had  blamed  is 
very  sick.  *85.  Him  who  lives  on  the  corner,  we  blame.  86,  Who  shall  I 
send  the  book  to?  87.  The  book  is  for  James  and  I.  *88.  Whom  is  this 
new  slate  for?  89,  This  is  a  matter  for  you  and  I  to  decide  at  once. 
90.  With  respect  to  you  and  he,  I  think  Mr.  Flint's  behavior  was  proper 
enough.  91,  Alice  gave  her  slate  to  Frank  and  I.  92,  I  should  like  to 
meet  whoever  this  letter  came  from,  93,  I  spoke  to  several  persons  standing 
near  Mr,  Patterson,  but  not  he.  94,  I  am  not  sure  who  I  should  ask  for, 
95,  Who  did  you  get  the  hat  for?  *96,  It  is  for  you  and  him  to  decide, 
97.  Who  have  you  written  to?  98.  There  is  a  small  likeness  between  the 
poor  Chinaman  who  works  in  the  laundry,  and  he  who  rules  a  whole 
province.  99.  I  send  the  letter  to  you  and  he.  100.  There  is  some  differ- 
ence between  Frank  and  I.  *101.  Whom  did  you  save  the  lunch  for? 
102.  Who  did  you  make  the  book  for  ? 

Exercise  109. 
Errors  in  conjugation  forms. 

The  errors  represented  in  this  exercise  require  for  their  correction  a 
thorough  knowledge  of  the  formation  of  the  tenses,  and  of  the  principal 
parts  of  certain  verbs.  A  thorough  review  drill  upon  the  construction  of 
each  tense  must  precede  any  work  with  the  sentences.  Pupils  must  definitely 
know  the  principal  parts  of  the  verbs  treated,  and  also  that  the  past  tense 
uses  simply  the  past  form,  the  present  perfect  tense  uses  the  sign  have  and 
the  past  participle  of  the  verb  in  question.  Drill  home  the  fact,  especially, 
that  the  past  form  of  the  principal  parts  is  used  in  the  past  tense  of  the 
verb  and  never  in  any  other  tense. 

1.  I  drunk  all  the  water  in  that  pitcher.  2.  I  seen  him  when  he  done  it. 
3.  You  done  that  yourself,  4,  She  cried  when  she  begun  to  read  the  story, 
5,  She  sung  the  old  song  for  my  mother,  6,  He  rung  the  bell,  7,  She 
rung  the  bell  at  nine  and  we  come  to  school,  8,  The  bird  begun  to  sing  at 
daylight  and  we  seen  him  in  the  tree,     9,  We  run  for  a  doctor  when  he 

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done  it.  10.  He  came  to  see  me  yesterday  when  he  seen  that  I  had  done  so 
many  brave  deeds.  11.  I  had  saw  many  pictures  in  the  store.  12.  James 
had  went  to  town.  13.  He  has  came  home  for  Christmas.  14.  I  had  saw 
the  man  on  the  wagon.  *15.  He  has  seen  the  animals  many  times.  16.  The 
boy  has  came  to  my  house.  17.  He  has  M^ent  to  the  store  for  me.  18.  He 
drunk  a  pitcher  of  water.  19.  The  teacher  rung  the  bell  this  morning. 
20.  She  sung  a  new  song  last  night.  21.  I  seen  her  when  she  sung  the 
song.  22.  He  come  from  a  foreign  land.  23.  They  seen  many  strange 
sights.  24.  I  done  it  for  you.  25.  The  boys  run  a  race  for  a  prize.  26.  She 
sung  many  pretty  songs  before  I  seen  her.  *27.  She  did  the  work  before  I 
came.  28.  You  have  came  to  a  poor  place.  29.  James  has  went  to  many 
towns.  30.  I  had  saw  the  book  in  the  store.  31.  He  had  drank  many  glasses 
of  water.  32.  She  had  broke  many  dishes  before  we  seen  her.  33.  The  bird 
has  flew  to  yonder  bush.  34.  He  has  ran  many  races.  35.  The  boy  had 
stole  much  money.  36.  He  had  fell  from  a  very  tall  tree.  37.  You  must 
have  did  my  work  for  it  is  all  done.  38.  He  has  began  to  write  very  well. 
39.  The  teacher  has  gave  us  many  poor  marks.  *40.  The  man  has  held  the 
championship  of  the  state.  41.  The  girl  has  sang  in  many  towns.  42.  She 
has  wrote  a  new  book,  43.  The  boy  had  threw  a  large  stone.  44.  The  thief 
had  stole  a  new  hat. 

Use  of  the  verb  ought.  Exercise  110. 

The  verb  ought  has  no  past  participle.  Therefore,  since  the  past  parti- 
ciple is  necessary  for  any  of  the  perfect  tenses,  the  verb  ought  can  not  be 
used  in  any  of  the  perfect  tenses.  The  language  form  for  correction  should 
be:  Ought  is  here  used  as  the  past  participle  in  the  past  perfect  tense. 
Since  ought  has  no  past  participle  it  can  not  be  used  in  the  past  perfect 
tense.  Therefore,  we  must  use  some  other  verb.  The  sentence  might  be 
expressed  by  "He  shouldn't  do  that." 

The  second  error  expressed  in  this  exercise  is  that  of  the  use  of  them  as 
an  adjective  in  the  place  of  those  or  these.  Them  can  never  be  used  as  an 
adjective. 

1.  He  hadn't  ought  to  do  that.  2.  The  man  had  ought  to  know  better. 
3.  I  read  them  books  already.  4.  Them  boys  don't  mean  to  do  right, 
5.  You  hadn't  ought  to  chase  them  poor  cats.  *6.  He  ought  to  have  gone 
before  he  met  those  other  men,  7.  He  don't  know  that  he  hadn't  ought  to 
take  them  things. 

Exercise  111. 

Miscellaneous  errors  w  review. 

1,  As  I  walked  down  the  street  I  seen  the  man.  2.  James  did  his  work 
more  prompt  than  me.  3.  Neither  James  nor  Walter  have  did  all  their 
work.  *4.  She  rang  the  bell  for  those  who  were  at  a  distance.  5.  I  saw 
John  and  she  going  to  the  circus.  6.  Let's  you  and  me  go  home.  *7.  The 
crow  drank  all  the  water  in  the  vase.  8.  When  we  saw  the  child  he  begun 
to  cry.     9.  He  had  went  dowTi  the  street  just  before  you  came.     10.  She 

(83) 


sung  an  entirely  new  song  last  night.    11.  The  hare  run  swift  and  escaped 
the  hunters  who  we  saw  pursuing  it.    12.  Was  you  ready  when  he  come? 
13.  He  don 't  care  who  he  hits.    14.  He  with  his  schoolmates  are  loitering  by 
the  waj'^side.     •IS,  That  ice  cream  tastes  sour.     16.  "Who  do  you  mean  to 
call.    17.  Either  a  gopher  or  a  mole  are  working  in  the  garden.     *18,  Do 
good  to  those  who  hate  you.     19.  Each  of  them  run  more  quick  than  me. 
20.  Don't  she  intend  to  see  you  and  I?     21.  Everybody  tries  to  do  their 
duty.     *22.  Whom  do  you  think  I  saw  this  morning?    23.  Such  a  boy  as 
him  ought  to  be  punished.    24.  He  asked  to  see  my  mother  or  I.    *25.  Both 
he  and  I  are  going.    26.  Who  did  this  letter  come  from?    27.  I  know  that 
he  begun  the  work  for  me  and  you.    28.  Each  pupil  in  the  class  now  sang 
their  song.     29.  I  like  to  see  them  squirrels.     30.  Neither  James  nor  me 
have  finished  our  work.    31.  She  whom  I  think  lives  here  seems  happily. 
32.  I  seen  him  when  he  done  it.    33.  Neither  Alice  nor  him  have  been  in 
the  yard.     34.  Mary  whom  I  supposed  lived  in  this  town  sings  sweet. 
35.  Every  one  knew  whom  he  was.    36.  The  boy  with  his  dog  seem  to  play 
ball.    37.  It  don't  matter  if  she  does  sing  well.    38.  Each  of  the  boys  whom 
I  know  live  on  the  south  side.     *39.  Alice  seems  happy.     40.  It  was  her 
whom  I  thought  it  was.    41.  Was  the  girls  in  the  room?    42.  James  whom 
I  said  was  my  brother  has  come  home  for  Christmas.    43.  Was  you  the  one 
who  made  the  box  ?    44.  He  sung  slow  and  soft.    45.  The  King  of  France 
or  England  were  the  one  whom  we  thought  should  decide.    46.  He  done  his 
work  good  and  ran  quick  to  bring  it  home.    47.  Him  was  the  boy  whom  I 
thought  it  was.    48.  He  sung  the  song  slow  when  each  one  were  asked  to 
sing  them  quick.    49.  John,  Frank,  and  me  ran  a  race.    50.  We  expected 
that  you  was  coming  to  see  us.    51.  He  don't  go  to  school  now.    52.  There 
was  seven  books  on  the  table.     53.  The  train  whistled  loud  and  the  girls 
come  into  the  bright  lighted  station  room.    54.  Time  and  tide  waits  for  no 
man.    55.  Each  day  and  each  hour  bring  their  portion  of  duty.     *56.  The 
man  who  lives  on  Jones  street  is  my  cousin.     57.  I  done  what  I  could. 
58.  There  is  many  mistakes  in  my  composition.    59.  Where  was  you  when 
I  called  you?    60.  Who  did  you  mean  when  you  said  that?    61.  Bring  me 
them  tongs.     62.  The  man  who  you  said  you  saw  running  rapid  down  the 
street,  done  the  work  yesterday.    63.  If  I  were  her  I  should  say  less.    64.  It 
was  him  and  me  whom  you  said  took  the  books.     65.  Him  that  is  diligent 
will  succeed.     66.  Did  you  sleep  good?     *67.  This  should  be  well  shaken. 
68.  He  come  and  told  me  all  he  knowed  about  it.     69.  The  mule  and  the 
horse  was  harnessed  together.    70.  Neither  the  aster  nor  the  dahlia  are  culti- 
vated for  their  fragrance.    71.  Such  a  man  as  him  could  never  be  president. 
72.  Suppose  the  fortune  of  every  one  of  us  should  depend  on  our  winning 
or  losing  a  game  of  chess.    73.  The  noise  of  cataracts,  storms,  thunder,  or 
artillery  cause  wild  animals  to  flee  into  the  forest.    74.  Neither  of  them  are 
remarkable  for  precision.     75.  That  night  every  man  of  the  boat's  crew, 
save  John,  were  down  with  raging  fever.    76.  A  cargo  of  fine  oranges  from 
the  Southern  States  have  just  arrived.    77.  Have  the  goods  arrived  in  good 
condition  ?    78.  Nobody  should  praise  themselves.    79.  Eun  quick  into  the 
house.    80.  Whom  do  you  think  was  with  me  yesterday  ?    *81.  Who  do  you 

(84) 


think  lives  on  the  new  street  ?  82.  How  can  you  tell  who  to  trust  ?  83.  The 
money  was  divided  among  the  two  brothers.  84.  He  and  they  we  know, 
but  who  are  you?  85.  Twelve  months'  interest  were  due.  86.  The  ship 
with  all  her  crew  were  lost.  87.  Neither  the  army  nor  navy  were  repre- 
sented. 88.  There  was  many  giants  in  those  days.  *89.  A  box  of  oranges 
arrived  yesterday  from  Florida.  90.  Every  twig,  every  leaf,  and  every 
blade  of  grass  teem  with  life.  91.  He  is  older  than  me.  92.  Where  are 
each  of  the  boys  to  stand?  93.  Has  the  second  bell  rang  yet?  94.  The 
traveler  who  you  saw  took  his  seat  beside  the  lady.  95.  We  had  rode  only 
a  short  distance,  when  a  dark  cloud  arose  quick.  *96.  He  knew  who  would 
betray  him.  97.  He  hadn't  ought  to  ask  such  questions.  98.  One  or  the 
other  have  made  a  serious  mistake.  99.  That  is  very  easy  done.  100.  He 
suffered  more  than  me.  101.  Do  you  remember  who  we  met  yesterday? 
102.  The  society  at  these  places  are  always  objectionable.  103.  Who  did 
you  send  the  letter  to?  104.  They  came  soon  after  you  had  went  away. 
105.  Either  you  or  I  are  to  blame.  106.  Every  one  must  judge  of  their 
own  feelings.  107.  Who  should  I  meet  the  other  day  but  my  old  friend 
Jones.  108.  They  that  are  diligent  I  will  reward.  109.  The  tall  sunflower 
and  the  little  violet  is  turning  its  face  to  the  sun.  110.  One  or  the  other 
have  made  a  serious  mistake.  111.  I  have  set  in  this  position  a  long  time. 
112.  He  walked  very  gentle.  113.  He  appeared  beautifully  that  evening. 
114.  Who  have  they  at  their  place  for  pastor  now?  115.  The  boys  hurt 
theirselves  running  too  fast.  116.  Her  and  I  saw  them.  117.  May  Jane 
go  with  Mary  and  I  ?  118.  I  have  saw  larger  ones  than  that.  119.  I  have 
did  all  my  work.  120.  He  said  you  and  me  could  go.  121.  James  and 
John  lost  his  book  on  their  way  home.    122.  Who  is  that  book  written  by? 


^     OF  THE 

UNIVERSITY 

OF 


186) 


INDEX. 


Numbers  refer  to  exercises. 


Adjectives,  10-13. 

comparison,  64,  65&,  66,  66b,  67. 

false  syntax,   100. 

review,  as  part  of  speech,  10,  20. 

review,  comparison,  65,  66,  67. 
Adverbs,  15-19. 

comparison,  06b,   67. 

conjunctive,  77,  81,  82,  83,  78,  89. 

false  syntax,  100. 

review,  as  part  of  speech,  20. 
Agreement. 

pronouns  with  antecedent,  107. 

subject  with  predicate,  101. 
Analysis,  28. 
Antecedent,  76. 
Apposition. 

clause,  90(c). 

phrase,  90(b). 

noun  or  pronoun,  90(c). 
Attribute  complement. 

difference  between  object  and,  42. 

false  syntax,  108. 

possessive  form  as,  96: 

pronoun  as,  57. 
Be. 

chart,  p.   33. 

conjugation,  38. 

review,  42. 
Case,    p.    56. 

possessive  nouns  and  pronouns,  96. 

possessive  nouns,  52-54. 

of  pronouns  as  attribute  and  subject, 
57. 

pronouns,  special,  108. 

review,   78,  88. 
Chart. 

I,  p.  33. 

II,  p.  38. 
pronouns,  p.  56. 

Clause. 

difference   between   phrase  and,   74. 

dependent,  75. 

in  apposition,  90(c). 

noun,  84,  85. 

omission    of    predicate    in    dependent, 
106. 

review,  80,  86,  89. 
Collective  nouns,  44(2),  50. 
Comparison. 

adjectives,  64,  65,  65b,  66,  66b,  67. 

adverbs,  66b,  67. 


Complement.  4,  5,  6. 

difference     between     object     and     at- 

attribute,  57,  96,  108. 
tribute,   42. 

factitive,  91,  92. 

indirect  object,  98. 

pronoun  as  object,  59,  61,  108. 

review,  65,  78,  88,  99. 
Compound  predicate,  69. 
Compound  sentence,  72,  80,  87. 
Compound  subject  and   complement,   68. 
Conjugation. 

chart  I,  p.  33. 

chart  II,  p.  38. 

directions   for   teaching,   27(a)  (b)  (c) 
(ff){h). 

drill  in  conjugation,  39,  43,  45,  47,  49, 
51,  53,  55,  56,  58b,  60,  62,  64. 

errors  in  conjugation  forms,  109. 

verb  be,  38. 
Conjunction,   68,   71. 

correlative,  73,  74. 

review,  69,  72,  89. 
Conjunctive  adverb,  77,  81,  82,  83,  78,  89. 
Construction,  27. 
Cumulative  review,  p.  5. 
Declension  of  pronouns,  p.  55. 
Doesn't,  don't,   102. 
Either-or,  104. 
Emphatic  form,  37. 
Factitive  complement,  91,  92. 
False  syntax. 

adjectives  and  adverbs,  100. 

agreement  of  pronouns,  107. 

agreement   of   subject   with   predicate, 
101. 

doesn't  and  don't,   102. 

errors  in  conjugation  forms,  109. 

omission    of    predicate    in    dependent 
clause,   106. 

pronouns    as   subjects,    attributes,    ob- 
jects, 108. 

singular    subjects    connected    by    and, 
103. 

subjects    connected    by    or,    either-or, 
etc.,  104. 

subjects   preceded  by  each,   every,   no, 
105. 

review.    111. 
Gender,  42b. 
Imperative   mode,   36. 


(86) 


Indicative  mode,  chart,  p.  33. 

signs  of,  27d. 
Indirect  object,  98. 
Infinitive,  30. 
modifier,   31. 

and  prepositional  phrases,  32. 
review,    33,    34,    35,    37,    40,    41,    42, 
44,  50. 
Interjection,   98. 
Irregular  adjectives,  656,  66. 
Irregular  verbs,  39,  43,  45,  47,  49,  51,  53, 
55,  56,  586,  60,  62! 

common  errors  in,  29,   109. 

ought,  110. 

series  1,  p.  36. 

series  2,  exercise  29(1),  p.  41. 
Mode. 

compound  potential,   70. 

imperative,   36. 

indicative,   27(o)  (6)  (c)  (d)  (e)  (f). 
Nouns. 

collective,  44(2),  60. 

number,  44(1),  46,  48. 

possessive,  52-54. 
Office,  7. 
Object,  5,  9,  61. 

indirect,   93. 

pronouns  as,  59,  61. 
Participle,  33. 

as  modifier;   34. 

review,  35,  37,  40,  41,  44,  50,  88. 
Phrase. 

difference  between  clause  and,  74. 

in  apposition,  906. 

prepositional,  24. 

prepositional  distinguished  from  infini- 
tive, 32. 
Predicate,   1. 

agreement  of  subject  with,  101. 

compound,  09. 

omission  of  in  dependent  clause,  106. 
Preposition,   21-26. 

phrase,  24. 

phrase    distinguished    from    infinitive, 
32. 

review,  26. 
Pronoun. 

agreement,    107. 

apposition,    90(a). 

as  object,  59,  61. 

as  subject  and  attribute,  57,  108. 

chart  of  declension,  p.  56. 

declension,  55(6). 

possessive,  56. 

object,   108. 

relative,  75,  76,  89. 

review,  10,  14,  20,  23,  27(1)  (2),  65, 
78,  88,  89. 
Relative  pronouns,  75,  76,  89. 
Review,  special. 

a,  an,  the,  12. 

adjectives,   14,  20,   27(1)  (2),  65,  67. 

adverbs,   20,   27(1)  (2),  30,   67,  89. 


Review,  special — Continued. 

analysis,  14,  27(1)  (2),  28. 

clause,  86. 

chart  I,  27(A). 

conjugation,  42,  70. 

conjunctive  adverbs,   89. 

conjunctions,  69,  72,  89. 

false  syntax.   111. 

infinitives,  29(2),  33,  34,  35,  37,  40, 

41,  42,  44,  50. 
irregular  verbs,  39,  43,  45,  47,  49,  51, 

53,  55. 
mode,  41. 
nouns. 

collective,    50. 
plurals,  48. 
oflice,  10,  27(1)  (2). 
participle,  35,  37,  40,  41,  44,  50,  80. 
phrases,  88. 

preposition,   23,   26,   27(1)  (2). 
pronouns,    16,   20,    23,   27(1)  (2),    65, 

78,  88,  89. 
sentences,  80,  87,  89. 
special  constructions,  99. 
tense,  41. 

voice,  63,  65,  70,  79. 
Sentence. 

complex,  80,  81,  82,  83. 
compound,   72,   74. 
review,  80,  87,  89. 
Special  constructions. 

apposition,  90(a)(6)(c). 
factitive  complement,  91,  92. 
indirect  object,  93. 
interjection,   98. 
possessive  as  attribute,  96. 
there,  94. 
to,  omitted,  97. 
what,   95.  , 
Subject,  1,  2,  3. 
compound,  68. 

connected  by  or,  either-or,  etc.,  104. 
preceded  by  each,  every,  no,  105. 
pronoun  as,  57. 

singular,  connected  by  and,  103. 
Tense. 

signs  of,  27(d). 
There,  94. 

To,  omitted  after  certain  verbs,  97. 
Treatment  of  text,  p.  12. 
Verbs. 

chart  I,  p.  33. 

chart  II,  p.  38. 

conjugation,    directions    for    study    of, 

p.  34. 
drill    in    regular   and    irregular   verbs, 
39,  43,  45,  47,  49,  51,  53,  55,  56, 
586,  60,  62,  64. 
irregular,    series    1,    p.    36;    series    2, 
p.  41. 
Voice,  58. 

review,  63,  70,  79. 
What,  95. 


(87) 


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